Download - LTSE 2016: HBS2
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Now you see it, now you don’t
A case for developing reflection among higher education staff? http://www.herts.ac.uk/apply/schools-of-study/business
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What are we going to talk about?
• Findings from initial research into
teaching and learning staff
development
• The implications of the data
• Whether a planned framework of
reflection would be a useful step in
designing effective staff development
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We asked staff …
• In what ways has the knowledge you gained from your staff development
changed how you do your job ?
• What learning and teaching staff development would you like to see
provided in the future ?
• Emerging themes from the data
• Confidence building, teaching techniques, networking, use of specific
technology, reflection, student engagement, internal university processes,
management of self and others, wider HE perspective
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What did staff say they gained?
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What did staff say they wanted?
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Leader board
Question 6 – what have you gained
Teaching techniques/ideas/session design
26
Reflection 10
Networking/sharing 9
Nothing 9
Understanding of internal processes 8
Specific technology 7
Question 9 – what do you want
Teaching techniques/ideas/session design
16
Reflection 1
Networking/sharing 12
Understanding of internal processes 6
Specific technology 5
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What was our definition of reflection?
Classified as reflection anything which denoted:
• “ stepping or sitting back from a situation to review it “ (Clark,
2009:215)
• “reflective practice ….is the practice of periodically stepping back to
ponder the meaning of what has recently transpired to ourselves
and to others in our immediate environment” (Raelin, 2002: 66)
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Why was reflection hardly requested?
Something perceived as already learned (Moon, 2001)
Not enough time – complex and changing role (Locke, 2014)
Not specific enough for staff to think it could be suitable for
development activity (Moon, 2001)
May be a resisted concept - narcissistic, self-indulgent (Rigg, 2008;
Davis & Moon, 2014)
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How might planned reflection help?
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References and Further Reading
Bolton, G. (2010) Reflective Practice. London Sage Publications
Clark, P. (2009) Reflecting on reflection in interprofessional education: Implications for theory and
practice, Journal of Interprofessional Care, 23:3
Davis, H. & Moon, J. (2015) Making room for new traditions: Encouraging critical reflective practice
for tertiary education management in Humanistic Management Network Research paper no 11/15.
Ghaye, T. (2011) Teaching and learning through reflective practice: A practical guide for positive
action. Abingdon: Routledge
Harwood, T. & Clarke J. (2006) Grounding continuous professional development (CPD) in teaching
practice in Innovations in Education and Teaching International 43( 1) pp29-39
Hafez, R. et al (2007) CPD for Teachers in post compulsory education; occasional paper No.18.
London: Universities’ Council for the Education of Teachers.
Locke, W. (2014) Shifting academic careers: implications for enhancing professionalism in teaching
and supporting learning. York: Higher Education Academy
Moon, J. (2001) Reflection in Higher Education Learning PDP Working Paper 4 LTSN generic
Centre
Raelin, J. (2002) I don’t have time to think v the art of reflective practice in Reflections 4 (1) Society
for organisational learning centre and Massachusetts Institute of Technology
Rigg, E. (2008) Let’s not get too personal: critical reflection, reflexivity and the confessional turn.
Journal of European Industrial Training Vol 32 (5) 385-399
Webb, G. (2013) Understanding Staff Development. Abingdon: Routledge
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THANK YOU