Developing Self-Reflective Practices to Improve Teaching Effectiveness

Abstract

This article examines self-reflective practices for faculty members in higher education. Self-reflection may be useful for both junior faculty and seasoned faculty members; it can complement formal professional development initiatives. The article provides a conceptual background on self-reflection in the context of pedagogical intelligence development. Based on previous research (Mezirow, 1991), three areas of reflection (content reflection, process reflection, and premise reflection) are examined. Specific practical suggestions for self-reflective practices are presented to help higher education faculty improve their instructional knowledge, pedagogical knowledge, and curricular knowledge to ultimately improve teaching effectiveness.