Supporting the reflective practice of tutors: what do tutors reflect on?

Abstract

Effective self-reflection is a key component of excellent teaching. We describe the types of self-reflection identified in tutors’ reflective statements following a peer observation of teaching exercise. We used an adapted version of the categories developed by Grushka, McLeod and Reynolds in 2005 to code text from 20 written statements as technical (26% of comments), practical (36% of comments) and critical (33% of comments). Tutors also wrote about the affective aspects of the exercise and the majority of such comments were positive. Most tutors reflected in a holistic way about their teaching, noting the importance of getting the technical aspects right while also being concerned about pedagogical matters and issues beyond the classroom. The exercise was an effective way to prompt tutors to reflect on their teaching and helped tutors articulate and formalise their learning from the peer observation activity. Suggestions for further exploration of the reflective practice of tutors are provided.

Keywords:

• academic teaching development
• improving teaching practice
• self-reflection
• sessional staff

Acknowledgements

We thank the tutors who participated in the exercise and generously provided their observation data and feedback. A Learning and Teaching Associates research grant from the Faculty of Economics and Business, University of Sydney supported this project.