University teachers’ self-reflection on their academic growth

Abstract

This study followed the academic growth of four university teachers, over a two-year period, with the intention of enhancing inquiry-based learning in practice. Data were generated within the natural settings of classrooms, laboratories and lecture halls, through the analysis of teaching materials, low-participation observation, informal discussions and semi-formal interviews. The research approach was based on a critical social paradigm, assuming principles of actionresearch methodology privileging a transitional 'instructional coaching approach'. Outcomes show a marked interest in the design and development of innovative approaches to teaching, learning, feedback and assessment. They demonstrated strong collaborative practices, insightful reflections on their teaching activities, and willingness to share evaluations both within and without of university contexts and successfully contributing thoughts and ideas to a wider audience.

Competency of Academic Nurse Educators

“…Academic educators put effort into self-development or critical self-reflection to improve themselves professionally in terms of ethics and offer effective education to students (Pedrosa-de-Jesus et al., 2016). Professional ethical competency among academic nurse educators should be enhanced by participating in ongoing professional self-development, engaging in continued learning, or self-reflecting on their own ethical sensitivity (Mikkonen et al., 2019; WHO, 2016).…”

Can Pedagogical Innovations Be Sustainable? One Evaluation Outlook for Research Developed in Portuguese Higher Education

“…However, some obstacles could emerge during the development of pedagogical innovations in HE, such as: the powerful influence of the teachers' discomfort and/or apprehension regarding change from traditional practices to more student-centred practices [49]; an overload of time spent in preparing the new/innovative lessons [50]; the teachers' difficulties innovating in the context of large classes [19]; and the lack of resources (e.g., curricular materials, equipment, human resources) [31]. Therefore, the development of pedagogical innovations could involve a twofold challenge: on the one hand, that students will not participate in activities and/or will not learn sufficient content; on the other hand, that teachers will feel a loss of control, that they lack necessary competencies, and/or that they will be criticised for teaching in unconventional ways.…”

“…Teachers should be knowledgeable regarding innovative strategies and resources to promote a student-centred approach [13,14] and create a supportive intellectual and emotional environment that can encourage students to learn actively [15,16]. Some innovative strategies are collaborative learning, mentoring and tutoring, debates, role-playing, peer teaching, problem-solving [17] and formative feedback [18,19].…”

“…However, some studies [18,19] highlighted teachers' difficulties in developing innovative strategies in academic practices, such as implementing peer-written feedback in large classes (lectures), or lacking needed resources (e.g., materials and equipment). Therefore, it is also important to reflect upon what works, what does not, and options to integrate a pedagogical innovation into academic practices [20].…”

“…Despite the European crisis that affected Portugal during the first decades of the 21st century [30], higher education "key actors" (e.g., teachers) had several funding opportunities, launched by different Portuguese governmental entities (e.g., the Ministry of Science and Higher Education) and national sponsoring research agencies (e.g., the Calouste Gulbenkian Foundation) to apply for grants to develop research-based education projects [31]. Some funded research-based education projects have focused on the development of pedagogical innovations in universities and polytechnic institutes, revealing research evidence regarding the promotion of the teachers' academic development and/or on the students' learning development [19,[31][32][33].…”