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

Morton, James P.

doi:10.1080/14623940902786230

Cited by 9 publications

(7 citation statements)

References 14 publications

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“…The process is often somewhat vague. Reflective learners in many schemes are tellingly reported as being unsure about what is expected of them (Zhu, 2011), and how -precisely -they are expected to go about their reflection (Morton, 2009). Even the meaning of the term may elude them, and their tutors.…”

Section: Enhancement Of Current Processesmentioning

confidence: 99%

Development of Abilities Begins from Reflection-for-action

Cowan¹

2020

E&SD

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The case is presented for the role of anticipatory reflection in the development of graduate attributes by employed graduates and in the enhancement of core study skills by students. An approach initiated by reflection-for-action and the stimulus of subsequent evidence-based monitoring leading into reflective review has been found feasible and effective. After relevant literature has been considered, recent accounts of the approach and its impact are summarised, leading into a detailed summary of the suggested scheme in a form which is independent of discipline and embodies the assessment of outcomes. Attention is given to the emergence of constructive active experimentation and metacognition by learners during the development process.

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Section: Enhancement Of Current Processesmentioning

confidence: 99%

Development of Abilities Begins from Reflection-for-action

Cowan¹

2020

E&SD

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“…There have been several qualitative studies undertaken with early career lecturers in a UK-based university context. One such study offers a reflective account of experiences during the first year of full-time teaching within the academic domain of sport and exercise sciences (Morton, 2009). The author critically reflects on issues that led him to reassess his teaching practices, and thus arrive at his current teaching philosophy.…”

Section: Autoethnographies Of Teaching Practices and Experiencesmentioning

confidence: 99%

“…The author critically reflects on issues that led him to reassess his teaching practices, and thus arrive at his current teaching philosophy. Some fundamental themes in Morton's (2009) account include reflections on initial hopes and fears; changing his mind-set of what constitutes skilled teaching; and finding his 'own' style, which seeks to incorporate a humanistic element in his practice. In addition, researchers have explored how assumptions are often made about novice lecturers in terms of previous experience, development needs, and orientations towards the new role.…”

Section: Autoethnographies Of Teaching Practices and Experiencesmentioning

confidence: 99%

The story of Samantha: the teaching performances and inauthenticities of an early career human geography lecturer

Wilkinson

2018

Higher Education Research & Development

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This paper offers an autoethnographic account of my first academic year as a Human Geography lecturer at a 'new' public university in the North West of England. This research is timely and much needed, since teaching at universities in England has recently come under increasing scrutiny. The Teaching Excellence Framework is a new scheme, which aims to recognise and reward excellence in teaching, learning, and outcomes, and helps to inform student choice. This paper is theoretically framed by working at the intersection of Goffman's (1959:79) notion of "theatrical performance", and Butler's (1990) theory of performativity. This paper offers insight into the coping strategies, in respect of teaching, that I deployed as a new university lecturer. Findings are discussed around the themes of: performing teaching identities, and inauthenticity. With regard to performing teaching identities, this paper discusses the need for identity to be multiple and shifting, and how, as a young female, I undertook identity work, in order to perform competence. I also bring to the fore feelings of inauthenticity; that is, how I did not feel as if I was a genuine academic, and how I fabricated / falsified aspects of my academic identity in order to 'fit in' with the expectations of both students and staff. As the voice of a new lecturer in her first year of teaching, this paper makes a useful contribution to the scholarship on early career academics and teaching development. This paper concludes with recommendations for change in practice-based settings, in order to assist new lecturers to settle into the job role, and enhance and enrich teaching practice.

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“…And in 2011, Kolencik and Hillwig (2011) called for journal entries featuring merely descriptive recall of conclusions already formulated, without fresh reflection. Understandably, Morton was writing on behalf of himself and fellow learners when he protested in 2008 that it was unclear from the published accounts what he was expected to address (Morton, 2009).…”

Section: Difficulties For Learners – and Inconsistencies In ‘Best Pramentioning

confidence: 99%

Noteworthy matters for attention in reflective journal writing

Cowan

2013

Active Learning in Higher Education

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The principles advocated in the widely acclaimed keynote texts on reflection have nominally been followed for over 30 years in educational programmes and schemes for professional development. This article was prompted by the impression that practice and theorising reported in publications about journal writing does not consistently endorse the advice in the seminal literature, and is potentially confusing for those who seek advice and direction. In particular, some writers tolerate or encourage narrative reporting without significant reflection thereon; many articles only feature aspects of the reflective cycle, and metacognitive forward planning that aims to validate the emerging generalisation is often neglected. Noteworthy matters are identified for attention and suggestions made for an approach that today’s journal writers and their mentors may find useful to employ, in order to better focus reflections and validate their generalisations.

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

Cited by 9 publications

References 14 publications

Development of Abilities Begins from Reflection-for-action

Development of Abilities Begins from Reflection-for-action

The story of Samantha: the teaching performances and inauthenticities of an early career human geography lecturer

Noteworthy matters for attention in reflective journal writing

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