Abstract
We describe here the outcomes of our research on the reflection of six professors considered exemplary in their teaching. For instance, we found that they all held and used considerable knowledge about learners, as groups and as individuals, and used this knowledge in reflecting on the impact of their teaching. We use this information to elaborate on the role of reflection in the construction of teaching knowledge. Lastly, we address how the model of reflection we developed helps us understand the factors influencing one's ability to effectively reflect on teaching.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Alexander, P.A., Schallert, D.L. & Hare, V.C. (1991). Coming to terms: How researchers in learning and literacy talk about learning. Review of Educational Research 61(3): 315–343.
Bereiter, C. & Scardamalia, M. (1994). Surpassing Ourselves: An Inquiry into the Nature and Implications of Expertise. Chicago, IL: Open Court.
Berliner, D.C. (1988). Implications of studies on expertise in pedagogy for teacher education and evaluation. New Directions for Teacher Assessment: Proceedings of the 1988 ETS Invitational Conference, pp. 39–68. Princeton, NJ: Educational Testing Services.
Boud, D., Keogh, R. & Walker, D., eds (1985). Reflection: Turning Experience into Learning. London: Kogan Page.
Carr, W. & Kemmis, S. (1986). Becoming Critical: Education, Knowledge and Action Research. London: Falmer Press.
Chi, M.T.H., Glaser, R. & Farr, M.J. (1988). The Nature of Expertise. Hillside, NJ: Lawrence Erlbaum Associates.
Connelly, F.M. & Clandinin, D.J. (1988). Teachers as Curriculum Planners: Narratives of Experience. Toronto: OISE Press.
Copeland, W.D., Birmingham, C., de la Cruz, E. & Lewin, D. (1993). The reflective practitioner in teaching: Toward a research agenda. Teaching and Teacher Education 9(4): 347–359.
Dunkin, M. & Precians, R. (1992). Award winning university teachers' concepts of teaching. Higher Education 24: 483–502.
Ericsson, K. & Smith, J. (1991). Prospects and limits of the empirical study of expertise: An introduction. In K. Ericsson & J. Smith, eds, Toward a General Theory of Expertise: Prospects and Limits, pp. 286–300. Cambridge, MA: Cambridge University Press.
Fennema, E. & Franke, L. (1992). Teachers' knowledge and its impact. In D.A. Grouws, ed., Handbook of Research on Mathematics Teaching and Learning, pp. 147–164. New York: Macmillan.
Fox, D. (1983). Personal theories of teaching. Studies in Higher Education 8(2): 151–163.
Grossman, P.L. (1990). The Making of a Teacher: Teacher Knowledge and Teacher Education. NY: Teachers College Press.
Gutin, J.A. (1999). Review of The Hand: How its use shapes the brain, language and human culture. Discover Jan, 20(1): 108.
Hativa, N. (1997). Teaching in a research university: Professors' conceptions, practices and disciplinary differences. Paper presented at the annual meeting of the American Educational Research Association, Chicago, Ill, March.
Ho, A. (1998). A conceptual change staff development program: Effects as perceived by participants. International Journal of Academic Development 3(1): 24–38.
Houston, W.R. & Clift, R.T. (1990). The potential for research contribution to reflective practice. In R.T. Clift, W.R. Houston & M.C. Pugach, eds, Encouraging Reflective Practice in Education, pp. 208–222. New York: Teachers College Press.
Kagan, D.M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research 62(2): 129–170.
Kember, D. (1997). A reconceptualisation of the research into university academics' conceptions of teaching. Learning and Instruction 7(3): 255–275.
Kompf, M. & Bond, W.R. (1995). Through the looking glass: Some criticisms of reflection. Paper presented to the American Educational Research Association Annual Meeting, San Francisco, CA.
Kremer-Hayon, L. (1988). Reflection and Professional Knowledge: A Conceptual Framework. ERIC ED 296971.
Lampert, N. (1984). Teaching about thinking and thinking about teaching. Journal of Curriculum Studies 16(1): 1–18.
McAlpine, L. (1993). Learner narrative as an instructional device: Developing professional conversations. Journal on Excellence in College Teaching 4: 79–87.
McAlpine L., Frew E. & Lucas, M. (1991). Mechanisms for helping becoming practitioners develop professional ways of knowing. In M. Baskett, V.J. Marsick, T.G. Pearson, D.R. Klevans & J. Delehanty, eds, Proceedings of the Continuing Education Preconference of the American Association of Adult and Continuing Education, pp. 67–73. University Park: Penn State University.
McAlpine, L., Weston, C., Beauchamp, J., Wiseman, C. & Beauchamp, C. (1999a). Building a metacognitive model of reflection. Higher Education 37: 105–131.
McAlpine, L., Weston, C., Beauchamp, C., Wiseman, C. & Beauchamp, J. (1999b). Monitoring student cues: Tracking students' behaviour in order to improve instruction. Canadian Journal of Higher Education XXIX(2): 113–149.
McCormick, R. & James, M. (1989). Curriculum Evaluation in Schools, 2nd ed. London: Routledge
Nelson, T.O. & Narens, L. (1990). Metamemory: A theoretical framework and new findings. The Psychology of Learning and Motivation 26: 125–141.
Neufeld, J. & Grimmett, P.P. (1994). The authenticity for struggle. In P.P. Grimmett & J. Neufeld, eds, Teacher Development and the Struggle for Authenticity: Professional Growth and Restructuring in the Context of Change, pp. 205–232.
Polanyi, M. (1966). The Tacit Dimension. NY: Doubleday.
Rahilly, T. (1997). Teacher knowledge in the university classroom: Inexperienced, experienced, and award-winning professors' critical incidents of teaching. Unpublished doctoral dissertation, McGill University, Montreal, Quebec.
Ramsden, P. (1992). Learning to Teach in Higher Education. London: Routledge.
Saroyan, A, Amundsen, C. & Li, C. (1997). Incorporating theories of teacher growth and adult education in a faculty development program. To Improve the Academy 16: 93–115.
Scardamalia, M. & Bereiter, C. (1986). Writing. In R. Dillon & R. Sternberg, eds, Cognition and Instruction, pp. 59–81. Orlando, Florida: Academic.
Schön, D.A. (1983). The Reflective Practitioner. New York, NY: Basic Books.
Schön, D.A. (1987). Educating the Reflective Practitioner. San Francisco, CA: Jossey-Bass.
Sherman, T.M., Armistead, L.P., Fowler, F., Barksdale, M.A. & Reif, G. (1987). The quest for excellence in university teaching. Journal of Higher Education 58(1): 66–84.
Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher 15(2): 4–14.
Shulman, J. (1987). From veteran parent to novice teacher: A case study of a student teacher. Teaching and Teacher Education 3(1): 12–28.
Stepich, D. (1991). From novice to expert: Implications for instructional design. Performance and Instruction 30(6): 13–17.
Sternberg, R.J. & Horvath, J.A. (1995). A prototype view of expert teaching. Educational Researcher 24(6): 9–17.
Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry 6(3): 205–228.
Webster' Third New International Dictionary (1961). Editor in chief, P. Babcock Gore. Springfield, MA: G. & C. Merriam Co.
Zeichner, K.M. (1994). Research on teacher thinking and different views of reflective practice in teaching and teacher education. In I. Carlgren, G. Handal & S. Vaage, eds, Teachers' Minds and Actions: Research on Teachers' Thinking and Practice. Bristol, PA: Falmer Press.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
McAlpine, L., Weston, C. Reflection: issues related to improving professors' teaching and students' learning. Instructional Science 28, 363–385 (2000). https://doi.org/10.1023/A:1026583208230
Issue Date:
DOI: https://doi.org/10.1023/A:1026583208230