Kolajo, Yetunde (2025) Advancing Pedagogical Excellence Through Reflective Teaching Practice and Adaptation. Reflective Practice: International and Multidisciplinary Perspectives, . ISSN 1462-3943. (doi:10.1080/14623943.2025.2504143) (KAR id:109894)
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Official URL: https://doi.org/10.1080/14623943.2025.2504143 |
Abstract
Reflective Teaching Practice (RTP) emerges as a quintessential consideration and strategic framework aimed at transcending the mere mechanical execution of educational duties in higher education. This research examines how ongoing RTP supports curriculum alignment. Eight lecturers from a school of chemistry participated in semi-structured interviews. Specifically, the study was interested in what, if any, were the RTPs that resulted in changes. Reflective practices are indispensable for educators aspiring to achieve pedagogical excellence, thereby developing employability skills, also known as graduate skills, such as critical thinking skills in students.
Item Type: | Article |
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DOI/Identification number: | 10.1080/14623943.2025.2504143 |
Uncontrolled keywords: | Reflective teaching; reflective teaching practice; lecturer-student interaction; critical thinking; student engagement; teaching philosophy; |
Subjects: |
L Education L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education |
Institutional Unit: | Professional Services > Education Directorate > Centre for the Study of Higher Education |
Former Institutional Unit: |
Divisions > Directorate of Education > Centre for the Study of Higher Education
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Funders: | University of Kent (https://ror.org/00xkeyj56) |
Depositing User: | Yetunde Kolajo |
Date Deposited: | 14 May 2025 09:47 UTC |
Last Modified: | 18 Jun 2025 02:44 UTC |
Resource URI: | https://kar.kent.ac.uk/id/eprint/109894 (The current URI for this page, for reference purposes) |
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