Using data about classroom practices to stimulate significant conversations and aid reflection

References

• Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education. System, 35(2), 192–207. https://doi.org/10.1016/j.system.2006.12.008
   Google Scholar
• Beauchamp, C. (2015). Reflection in teacher education: Issues emerging from a review of current literature. Reflective Practice, 16(1), 123–141. https://doi.org/10.1080/14623943.2014.982525
   Web of Science ®Google Scholar
• Bell, M. (2001). Supported reflective practice: A programme of peer observation and feedback for academic teaching development. International Journal for Academic Development, 6(1), 29–39. https://doi.org/10.1080/13601440110033643
   Google Scholar
• Bray, J. N., Lee, J., Smith, L. L., & Yorks, L. (2000). Collaborative inquiry in practice: Action, reflection, and making meaning. Sage.
   Google Scholar
• Cornford, I. R. (2002). Reflective teaching: Empirical research findings and some implications for teacher education. Journal of Vocational Education and Training, 54(2), 219–236. https://doi.org/10.1080/13636820200200196
   Google Scholar
• Deesha, Chadha. (2021). Continual professional development for science lecturers: using professional capital to explore lessons for academic development. Professional Development in Education, https://doi.org/10.1080/19415257.2021.1973076
   Google Scholar
• Dewey, J. (1933). How We Think: A Re-statement of the Relation of Reflective Thinking to the Education Process. Boston, ME: D.C. Heath & Co Publishers.
   Google Scholar
• Dewey, J. (1938). Logic-The theory of inquiry. Holt, Rinehart and Winston.
   Google Scholar
• Dewey, J. (1989). The later works of John Dewey: 1929-1930, essays, the sources of a science of education, individualism, old and new, and construction of a criticism ( J.A. Boydston. Carbondale and Edwardsville, Ed.; Vol. 5). Southern Illinois University Press.
   Google Scholar
• Dillon, H., James, C., Prestholdt, T., Peterson, V., Salomone, S., & Anctil, E. (2020). Development of a formative peer observation protocol for STEM faculty reflection. Assessment & Evaluation in Higher Education, 45(3), 387–400. https://doi.org/10.1080/02602938.2019.1645091
   Web of Science ®Google Scholar
• Fendler, L. (2003). Teacher reflection in a hall of mirrors: Historical influences and political reverberations. Educational Researcher, 32(3), 16–25. https://doi.org/10.3102/0013189X032003016
   Google Scholar
• Finlay, L. (2002). Negotiating the swamp: The opportunity and challenge of reflexivity in research practice. Qualitative Research, 2(2), 209–230. https://doi.org/10.1177/146879410200200205
   Google Scholar
• Finlayson, A. (2015). Reflective practice: Has it really changed over time? Reflective Practice, 16(6), 717–730. https://doi.org/10.1080/14623943.2015.1095723
   Web of Science ®Google Scholar
• Hendry, G. D., & Oliver, G. R. (2012). Seeing is believing: The benefits of peer observation. Journal of University Teaching & Learning Practice, 9(1), 7. https://doi.org/10.53761/1.9.1.7
   Google Scholar
• Holstein, J. A., & Gubrium, J. F. (2011). Animating interview narratives. Qualitative Research, 3, 149–167. https://epublications.marquette.edu/socs_fac/48
   Google Scholar
• Kane, R., Sandretto, S., & Heath, C. (2004). An investigation into excellent tertiary teaching: Emphasising reflective practice. Higher Education, 47(3), 283–310. https://doi.org/10.1023/B:HIGH.0000016442.55338.24
   Web of Science ®Google Scholar
• Kinnear, G., Smith, S., Anderson, R. et al. Developing the FILL+ Tool to Reliably Classify Classroom Practices Using Lecture Recordings. Journal for STEM Educ Res 4, 194–216 (2021). https://doi.org/10.1007/s41979-020-00047-7
   Google Scholar
• Kolb, D. (1984). Towards an applied theory of experiential learning. John Wiley & Sons.
   Google Scholar
• Kreber, C., & Castleden, H. (2009). Reflection on teaching and epistemological structure: Reflective and critically reflective processes in ‘pure/soft’and ‘pure/hard’fields. Higher Education, 57(4), 509–531. https://doi.org/10.1007/s10734-008-9158-9
   Web of Science ®Google Scholar
• Lyle, J. (2003). Stimulated recall: A report on its use in naturalistic research. British Educational Research Journal, 29(6), 861–878. https://doi.org/10.1080/0141192032000137349
   Web of Science ®Google Scholar
• MacKay, J., Salvesen, E., Rhind, S., Loads, D., & Turner, J. (in press). Development and evaluation of a faculty based accredited continued professional development route for teaching and learning. Journal of Veterinary Medical Education, e20210019. https://doi.org/10.3138/jvme-2021-0019
   Web of Science ®Google Scholar
• Mälkki, K., & Lindblom-Ylänne, S. (2012). From reflection to action? Barriers and bridges between higher education teachers’ thoughts and actions. Studies in Higher Education, 37(1), 33–50. https://doi.org/10.1080/03075079.2010.492500
   Web of Science ®Google Scholar
• Mann, S., & Walsh, S. (2013). RP or ‘RIP’: A critical perspective on reflective practice. Applied Linguistics Review, 4(2), 291–315. https://doi.org/10.1515/applirev-2013-0013
   Web of Science ®Google Scholar
• Mazur, E. (1999). Peer instruction: A user’s manual. AAPT.
   Google Scholar
• McAlpine, L., & Weston, C. (2002). Reflection: Issues related to improving professors’ teaching and students’ learning. In N. Hativa & P. Goodyear (Eds.), Teacher thinking, beliefs and knowledge in higher education (pp. 59–78). Springer.
   Google Scholar
• Mezirow, J. (1994). Understanding transformative learning theory. Adult Education Quarterly, 44(4), 222–232. https://doi.org/10.1177/074171369404400403
   Web of Science ®Google Scholar
• Moon, J. A. (2000). Reflection in learning and educational development. Kogan Page.
   Google Scholar
• Mooney, J. A., & Miller-Young, J. (2021). The educational development interview: A guided conversation supporting professional learning about teaching practice in higher education. International Journal for Academic Development, 26(3), 224–236. https://doi.org/10.1080/1360144X.2021.1934687
   Web of Science ®Google Scholar
• Nilsen, P., Nordström, G., & Ellström, P.-E. (2012). Integrating research-based and practice-based knowledge through workplace reflection. Journal of Workplace Learning, 24(6), 403–415. https://doi.org/10.1108/13665621211250306
   Google Scholar
• O’Keeffe, M., Crehan, M., Munro, M., Logan, A., Farrell, A. M., Clarke, E., Flood, M., Ward, M., Andreeva, T., Van Egeraat, C., Heaney, F., Curran, D., & Clinton, E. (in press). Exploring the role of peer observation of teaching in facilitating cross-institutional professional conversations about teaching and learning. International Journal for Academic Development, 26(3), 266–278. https://doi.org/10.1080/1360144X.2021.1954524
   Web of Science ®Google Scholar
• Pleschová, G., Roxå, T., Thomson, K. E., & Felten, P. (2021). Conversations that make meaningful change in teaching, teachers, and academic development. International Journal for Academic Development, 26(3), 201–209. https://doi.org/10.1080/1360144X.2021.1958446
   Web of Science ®Google Scholar
• Reisner, B. A., Pate, C. L., Kinkaid, M. M., Paunovic, D. M., Pratt, J. M., Stewart, J. L., Raker, J. R., Bentley, A. K., Lin, S., & Smith, S. R. (2020). I’Ve been given COPUS (Classroom Observation Protocol for Undergraduate STEM) data on my chemistry class … now what? Journal of Chemical Education, 97(4), 1181–1189. https://doi.org/10.1021/acs.jchemed.9b01066
   Web of Science ®Google Scholar
• Roxå, T., & Mårtensson, K. (2009). Significant conversations and significant networks–exploring the backstage of the teaching arena. Studies in Higher Education, 34(5), 547–559. https://doi.org/10.1080/03075070802597200
   Web of Science ®Google Scholar
• Russell, T. (2005). Can reflective practice be taught? Reflective Practice, 6(2), 199–204. https://doi.org/10.1080/14623940500105833
   Google Scholar
• Schon, D. A. (1979). The reflective practitioner. Temple Smith.
   Google Scholar
• Smith, S., Anderson, R., Grant, T., & George, K. (2020). FILL+ training manual. OSF Pre-Print. https://doi.org/10.17605/OSF.IO/27863
   Google Scholar
• Southerland, S. A., Sowell, S., Blanchard, M., & Granger, E. M. (2011). Exploring the construct of pedagogical discontentment: A tool to understand science teachers’ openness to reform. Research in Science Education, 41(3), 299–317. https://doi.org/10.1007/s11165-010-9166-5
   Web of Science ®Google Scholar
• Staller, K. M. (2013). Epistemological boot camp: The politics of science and what every qualitative researcher needs to know to survive in the academy. Qualitative Social Work, 12(4), 395–413. https://doi.org/10.1080/03075079.2014.950954
   Web of Science ®Google Scholar
• Thomson, K. (2015). Informal conversations about teaching and their relationship to a formal development program: Learning opportunities for novice and mid-career academics. International Journal for Academic Development, 20(2), 137–149. https://doi.org/10.1080/1360144X.2015.1028066
   Web of Science ®Google Scholar
• Tripp, T., & Rich, P. (2012). Using video to analyze one’s own teaching. British Journal of Educational Technology, 43(4), 678–704. https://doi.org/10.1111/j.1467-8535.2011.01234.x
   Web of Science ®Google Scholar
• Walsh, S., & Mann, S. (2015). Doing reflective practice: A data-led way forward. Elt Journal, 69(4), 351–362. https://doi.org/10.1093/elt/ccv018
   Web of Science ®Google Scholar
• Wood, A. K., Galloway, R. K., Donnelly, R., & Hardy, J. (2016). Characterizing interactive engagement activities in a flipped introductory physics class. Physical Review Physics Education Research, 12(1), 010140. https://doi.org/10.1103/PhysRevPhysEducRes.12.010140
   Web of Science ®Google Scholar
• Wright, G. A. (2008). How does video analysis impact teacher reflection-for-action?. Brigham Young University.
   Google Scholar