Reflection: a means to faculty engagement in meaningful continuing professional development

ABSTRACT

This study sought to understand reflection as a means to faculty engagement in continuing professional development (CPD). A mixed-method study was undertaken with faculty members in a Canadian higher education institution. Drawing on data from a questionnaire and semi-structured interviews, the extent to which faculty members use reflection as a tool to engage in CPD was revealed. Though faculty members believe that reflection can help inform their practice and professional growth, it is used minimally, owing to the issues of time and workload, and the types of professional development activity supported by the college. To promote reflection among faculty members, time for reflection and training on how to engage in critical reflection is necessary. This can only be achieved within a reflective space and environment of trust, especially between faculty members and management. With limited research examining how faculty members can identify relevant and meaningful CPD, this study provides a basis for the use of reflection as a means for them to make deliberate and systematic attempts to reflect on their practice. Through reflection, faculty members generate information and knowledge that helps them make meaning of their actions and experiences, and from which learning through meaningful CPD can continue.

KEYWORDS:

• Continuing professional development
• higher education
• faculty development
• reflection
• reflective practice

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Sandra Ifeatu Efu

Dr. Sandra Ifeatu Efu is the Dean of the School of University Studies, Career Programs and Academic Upgrading at Keyano College. She is a Project Management Professional (PMP) with a Master’s degree in Development Economics from Dalhousie University and a PhD in Higher Education: Research, Evaluation and Enhancement from Lancaster University. Her research interests include the economics of education, teaching and learning in higher education, and program design, evaluation and enhancement for social good.