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 et al. (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.

Enhancing Performance of Teachers through Peer Observation

“…This 'learning by observing' opportunity might help the teachers reflect upon their current teaching practice and opt for new ideas relevant and necessary for developing teaching performances (A. Bell et al, 2010). More specifically, in the PO process, the observers get more benefited by enhancing their instructional approach than they can do about developing the observees' instructional practice (Kohut et al, 2007).…”

Possibilities and Limitations of the Application of Academic Tutoring in Poland

“…Analysis of the results of studies on the effectiveness of tutoring in higher education shows that its application gives students many benefits: it strengthens motivation for learning and causes an increase of academic accomplishments (Falchikov, 2001;Jarvis, 2002;Johnson & Johnson, 2009), leads to an increase of students' subjectivity and autonomy (Bain, 2010), promotes metareflection on the learning process, develops high-level cognitive skills (Zimmermann, 2002(Zimmermann, , 2008, and facilitates the transition from factual knowledge (know what) to knowledge with a practical application (know why, know how) (Shaw, Carey, & Mair, 2008). Research results also indicate some benefits for the tutors-the source of improvement and professional satisfaction (Falchikov, 2001;Gregory, 2002), self-reflection on their own actions (Bell & Mladenovic, 2008;Bell, Mladenovic, & Segara, 2010), and even social ones.…”

Assessment for Learning Within and Beyond the Classroom

“…states that first-year students' initial experience at university can impact significantly on their long-term engagement and retention in higher education. Given the aforementioned widening participation in higher education in Australia, it is not surprising that sessional staff are increasingly employed to teach, especially in large first-year classes (Bell et al 2010). Given the aforementioned widening participation in higher education in Australia, it is not surprising that sessional staff are increasingly employed to teach, especially in large first-year classes (Bell et al 2010).…”