Facilitating reflective practice: developing built environment educators’ capacity for teaching and learning

Abstract

The international literature on higher education emphasises the importance for academics and professional staff to develop their disciplinary teaching and learning practice. Teaching staff in built environment degree programs tend to focus on ‘what’ subject content is taught and less on ‘how to’ improve and innovate teaching and learning contexts and students’ skills development. To investigate these trends, this research reviewed the higher education literature and relevant international studies on strategies to enhance quality teaching and student learning. Findings highlight that reflective practice and engaging in a personal teaching philosophy and teaching profile provide an important link for individual professional development and basis for improving teaching and learning. The objective of this study was to apply findings from the literature in facilitating professional learning workshops, with a pedagogy for collaborative reflective practice and the development of a teaching philosophy. This research reports on the first stage of professional development for staff in built environment programs to establish a teaching profile through reflection on their personal and discipline specific pedagogies. Initial findings highlight the positive impact of reflection and collegial conversations about learning and teaching, as well as future opportunities for individual and discipline based capacity building for improving educational practice.

Construction of University English Informatization Learning Environment Based on ESP Teaching Mode

“…For example, which questions did learners spend more time answering, right questions or wrong questions? e reason for learners' wrong answers is their insufficient understanding of the content or physical and mental exhaustion [7]. Gan et al believed that the most suitable learning path for learners could be planned through data analysis.…”

Sustainable Education in Higher Education: A Systematic Review on Reflective and Cooperative Learning

“…It might happen during introspective observation, when the focus shifts from confirming experience to identifying issues or queries raised by the experience. Here, concepts and hypotheses were also deduced and used in an abstract conceptualization process (Schon, 1987;Resch et al, 2022;Ruge & Mackintosh, 2020;Shapiro, 2010).…”

“…The pupils perceptions and elevation in motivation in learning English has shown their acceptance of the language learning because the elements of fun, enjoyment and competition makes them interested (Ryan & Ryan, 2015). An environment conducive to the development of reflective teaching practice through discipline-based capacity building (Ruge & Mackintosh, 2020) is also built as well as to encourage pupils to participate in Education for Sustainable Development (ESD) (Howell, 2021).…”

“…A more comprehensive understanding is achieved (Acree, 2019;Houde, 2022) Continuous reflective learning makes the learners make an action plan for improvements such as in teaching style (Acob et al, 2022). Cooperative learning also develop knowledge capacities (Christensen, 2021;Ruge & Mackintosh, 2020). Besides that, it does contribute to individuals competences (Christensen et al, 2021).…”

Turning challenges into opportunities during the pandemic: Remote collaborative reflection model for teacher educators

“…Reflective practice has been reported to help teachers to increase their awareness-raising and problem-solving abilities (Ünver, 2003), understand and reconstruct their teaching knowledge (Godinez Martinez, 2018), strengthen their professional identities (Gutiérrez et al, 2019), and establish a link between teachers' professional and personal development (Ruge & Mackintosh, 2020;Toker, 2021). Ruge and Mackintosh (2020) argue that reflection occurs through both inner dialogues with ourselves and conversations with others. For Brookfield (1995), and Høyrup and Elkjaer (2006), reflection occurs only when others are involved in the process.…”