Reflective thinking in higher education: examining practices of higher education faculty

A reflective teacher thinking paradigm usually might shape the teaching practices of professionals, especially in learner-centered educational environments. This study aims to reveal reflective thinking and reflective practices of qualified faculty in higher education institutions in more than twent...

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Bibliographic Details
Published in:Reflective practice 2023-09, Vol.24 (5), p.575-590
Main Authors: Kayapinar, Ulas, Alkhaldi, Ali Ata
Format: Article
Language:English
Subjects:
Higher education
higher education faculty
Reflective practice
Reflective thinking
Self evaluation
self-assessment
self-belief
Teachers
teaching awareness
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Summary:A reflective teacher thinking paradigm usually might shape the teaching practices of professionals, especially in learner-centered educational environments. This study aims to reveal reflective thinking and reflective practices of qualified faculty in higher education institutions in more than twenty countries. To do that, 257 responses to a 5-point scale questionnaire from volunteer university faculty were analyzed. The relationship between reflective thinking and other components of the questionnaire is also presented in the study. The results provide evidence that reflective thinking is not a stand-alone attribute, and it works together with other abilities such as self-assessment, teaching awareness, and self-efficacy. The responses of the faculty were also examined and discussed. Based on the results, most of them have an interest in self-discovery and awareness on what they teach, assess their performance, and value feedback although the scores present a low performance on reflective thinking individually.
ISSN:1462-3943
1470-1103
DOI:10.1080/14623943.2023.2211525