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An Action Learning Approach to Changing Teaching Practice Using Group Reflection on Student and Graduate Feedback

Journal Article


Abstract


  • We present a model for a collaborative activity intended to promote scholarship of teaching and contribute to

    curricular change through small-group discussion and reflection on feedback from current and former students.

    Reflection on teaching is often a lone activity and the literature suggests that lone reflection on teaching can fail

    to confront entrenched attitudes. This paper describes the process by which we collected data on students’ and

    former student’s learning experiences; prepared the qualitative data for discussion by cross-institutional groups;

    structured the discussion activities to maintain focus on cultural change; and evaluated the activities’ impact.

    The activity was carried out as part of our ALTC-supported project’s first academic forum and repeated during

    the second forum, with refinements to the procedure based on evaluation of the first activity. Data collected for

    evaluation of the first and second iterations of the activity suggests that it is an effective strategy for the

    promotion of scholarship of teaching and the associated development and implementation of changes to

    teaching practice.

UOW Authors


  •   Jarrett, Lorna
  •   Field, Damien J. (external author)
  •   Koppi, Tony J. (external author)

Publication Date


  • 2011

Citation


  • Jarret, L., Field, D. & Koppi, T. (2011). An Action Learning Approach to Changing Teaching Practice Using Group Reflection on Student and Graduate Feedback. International Journal of Innovation in Science and Mathematics Education, 19 (1), 43-54.

Number Of Pages


  • 11

Start Page


  • 43

End Page


  • 54

Volume


  • 19

Issue


  • 1

Place Of Publication


  • Australia

Abstract


  • We present a model for a collaborative activity intended to promote scholarship of teaching and contribute to

    curricular change through small-group discussion and reflection on feedback from current and former students.

    Reflection on teaching is often a lone activity and the literature suggests that lone reflection on teaching can fail

    to confront entrenched attitudes. This paper describes the process by which we collected data on students’ and

    former student’s learning experiences; prepared the qualitative data for discussion by cross-institutional groups;

    structured the discussion activities to maintain focus on cultural change; and evaluated the activities’ impact.

    The activity was carried out as part of our ALTC-supported project’s first academic forum and repeated during

    the second forum, with refinements to the procedure based on evaluation of the first activity. Data collected for

    evaluation of the first and second iterations of the activity suggests that it is an effective strategy for the

    promotion of scholarship of teaching and the associated development and implementation of changes to

    teaching practice.

UOW Authors


  •   Jarrett, Lorna
  •   Field, Damien J. (external author)
  •   Koppi, Tony J. (external author)

Publication Date


  • 2011

Citation


  • Jarret, L., Field, D. & Koppi, T. (2011). An Action Learning Approach to Changing Teaching Practice Using Group Reflection on Student and Graduate Feedback. International Journal of Innovation in Science and Mathematics Education, 19 (1), 43-54.

Number Of Pages


  • 11

Start Page


  • 43

End Page


  • 54

Volume


  • 19

Issue


  • 1

Place Of Publication


  • Australia