Critical reflections from a neophyte lecturer in higher education: a self‐narrative from an exercise ‘physiologist’!

Abstract

The present paper offers a reflective account of experiences encountered during the first year of full‐time teaching within the academic domain of sport and exercise sciences. Using a first person writing style alongside confessional and creative non‐fiction vignettes, I critically reflect on several issues that have led me to re‐assess my teaching practices and thus arrive at my current teaching philosophy. Major themes of reflection include initial hopes and fears, changing my mindset of what constitutes skilled teaching and also on finding my ‘own’ style, which seeks to incorporate a humanistic element to my practice. I close by taking stock of what my reflections have taught me and by offering some reflections on the unfamiliar reflective processes that have underpinned the writing process. Despite my initial reservations, I now believe that the process of reflection and specifically, that of reflective writing, provides an invaluable tool by which to assess and improve one’s teaching practices, irrespective of whether this form of writing conforms to the traditional scientific paradigms inherent of physiology disciplines.

Keywords:

• teacher training
• reflective practice
• development

Acknowledgements

The author would like to thank all of those ‘critical friends’ who have facilitated his reflections throughout the previous year. I particularly acknowledge the support of Prof David Gilbourne who has provided invaluable support and guidance in the writing process.