Evaluation and Reflection
In reflective practice, practitioners engage in a continuous cycle of self-observation and self-evaluation in order to understand their own actions and the reactions they prompt in themselves and in learners (Brookfield, 1995; Thiel, 1999). The goal is not necessarily to address a specific problem or question defined at the outset, as in practitioner research, but to observe and refine practice in general on an ongoing basis. (Cunningham, 2001)
Reflective practice… is the habitual and judicious use of communication, knowledge, technical skills, reasoning, emotions, values and reflection in daily practice for the benefit of the individuals and communities being served.
(Epstein and Hundert, 2002)
Reflecting on teaching is frequently cited as a fundamental practice for personal professional development (Biggs, 2003; Boud et al., 1985; Lyons, 2002), though for many it remains a slightly woolly, abstract concept with no real practical benefits. In an already cramped schedule, why take the time to reflect on practice? Teaching changes from one context to the next. The skills you develop in one tutorial session may be markedly different from those required in another, or while demonstrating, or in a lecturing environment.
Because there is no ‘teaching template’ competent academics continually reflect on their teaching, critically analysing and evaluating their own practices, taking the opportunity to learn from each teaching session.
Reflection is process in which lecturers become aware, or are supported to become aware, of the theory and motives behind their own teaching, to reflect on this, and to take some deliberate steps to develop (Gibbs, 1996).
The ePortfolio
An e-portfolio is a digital collection of work and reflections that together describe learning experiences and professional accomplishments.
Should an eportfolio be an official record of a students work? I think it has the potential to be a great educational tool. It is definitely a way that students can map their learning experiences. I do wonder how it should be assessed though, for the creative student it can be wonderful opportunity to express ideas and showcase projects. But I am not sure all students will engage with it equally. On the face of it I think it fits more in a formative space than a summative one but I will try it in the upcoming academic year with my incoming second years.
Reflecting on my own eportfolio for the post grad, I found it difficult to find the time to record my reflections. Like all students I tended to work to assessment deadlines and populating the eportfolio did on occasion feel like a chore. Looking at it now I am delighted I have this record of my year...hindsight is a great thing!!!!
References
UCD Teaching & Learning Practice, Accessed from: http://www.ucd.ie/t4cms/Reflective%20Practice.pdf
UCD Teaching & Learning Practice, Accessed from: http://www.ucd.ie/t4cms/Reflective%20Practice.pdf
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