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Self-Reflection

Engaging in self-reflection of your teaching provides insight into patterns, assumption, and behaviors which you can use in a variety of ways throughout your career. Self-reflection can be used to document how you have grown as an educator over a period of time,  identify changes you want to make in your teaching, or direct your professional growth as an educator.

One of the most basic forms of self-reflection is a teaching log which involves regularly documenting your reactions and interpretations of your teaching. Teachers often make notes or keep a journal about what worked well and what didn't work well in a class and ideas for the next time they teach that course.

Another form of self-reflection is a teaching audit which involves a more holistic view over the period of a semester or year. This may include the skills, knowledge, and insights that you have gained through your experience. Reviewing how you have changed and how your teaching has changed over a longer period of time encourages you to view yourself as a learner.

Resources

Becomming a critically reflective teacher

Brookfield includes several practical examples and guides teachers through the process of becoming a critically reflective teacher and how to use such reflection for personal and professional growth.

Brookfield, S. (1995). Becoming a critically reflective teacher (1st ed.). San Francisco: Jossey-Bass.

Journal keeping as educators

Stevens and Cooper highlight how journals can be used as a teaching tool as well as for personal reflection and growth. In addition, they highlight options for formats and techniques that may fit your teaching objectives.

Stevens, D.D. & Cooper, J. E. (2009). Journal keeping: How to use reflective writing for learning, teaching, professional insight and positive change. Sterling, VA: Stylus Publishing.

CET&L Contact

If you would like to discuss using self-reflection as part of your teaching practice, please contact Anna Donnell to learn more about CET&L programs, consultations, and additional resources. 

Anna Donnell
513-556-1270
anna.donnell@uc.edu