Skip to main content
SpringerLink
Log in

An investigation into excellent tertiary teaching: Emphasising reflective practice

  • Published:
Higher Education Aims and scope Submit manuscript

Abstract

This study is an attempt to understand betterthe complex nature of tertiary teaching byidentifying and investigating the attributes ofa group of excellent teachers in sciencedepartments of the University. In working withthis group of teachers we examined what theysay about their teaching and what theydo in their teaching practice. Ourfindings, as well as confirming much of theexisting literature at primary, secondary andtertiary levels, emphasise the strong linkbetween the teaching practice and researchcommitment of our excellent science teachers;as well as the key roles played byinterpersonal relationships and the `person' ofthe teacher. We propose that purposefulreflective practice integrates the manydimensions of teaching for this group ofexcellent science teachers. We present atheoretical model that can be used to assistnovice or less experienced university academicsin their development and understanding ofteaching excellence at the tertiary level.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Argyris, C. and Schön, D. (1974). Theory in Practice: Increasing Professional Effectiveness. San Francisco: Jossey-Bass.

    Google Scholar 

  • Ballantyne, R., Bain, J. and Packer, J. (1997). Reflecting on University Teaching: Academics' Stories. Australia: Australian Government Publishing Service.

    Google Scholar 

  • Barrington, E. (1999). Top Teachers Talk: Conversations with the 1995 and 1996 Distinguished Teaching Award Winners. Auckland: University of Auckland; Centre for Professional Development.

    Google Scholar 

  • Bell, M. (2001). 'Supported reflective practice: A programme of peer observation and feedback for academic teaching development', International Journal for Academic Development 6(1), 29–39.

    Google Scholar 

  • Ben-Peretz, M. (1984). 'Kelly's theory of personal constructs as a paradigm for investigating teacher thinking', in Halkes, R. and Olson, J. (eds.), Teacher Thinking: A New Perspective on Persisting Problems. Lisse, Netherlands: Sweta & Zeitlinger, pp. 103–111.

    Google Scholar 

  • Biggs, J. (1999). Teaching for Quality Learning at University. Buckingham, UK: Society for Research into Higher Education and Open University Press.

    Google Scholar 

  • Bloom, B.S. (1953). 'Thought processes in lectures and discussions', Journal of General Education 7, 160–169.

    Google Scholar 

  • Boyer, E.L. (1990). Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching.

    Google Scholar 

  • Brookfield, S.D. (1995). Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass.

    Google Scholar 

  • Calderhead, J. (1981). 'Stimulated recall: A method for research on teaching', British Journal of Educational Psychology 51, 211–217.

    Google Scholar 

  • Calderhead, J. (1996). 'Teachers: Beliefs and knowledge', in Berliner, D.C. and Calfee, R.C. (eds.), Handbook of Educational Psychology. New York: Macmillan, pp. 709–725.

    Google Scholar 

  • Centra, J. and Bonesteel, P. (1990). 'College teaching: An art or a science?', New Directions for Teaching and Learning 43, 7–15.

    Google Scholar 

  • Clegg, S., Tan, J. and Saeidi, S. (2002). 'Reflecting or acting? Reflective practice and continuing professional development in higher education', Reflective Practice 3(1), 131–146.

    Google Scholar 

  • Common, D.L. (1989). 'Master teachers in higher education: A matter of settings', The Review of Higher Education 12(4), 375–387.

    Google Scholar 

  • Day, C. (1999). 'Professional development and reflective practice: Purposes, processes and partnerships', Pedagogy, Culture & Society 7(2), 221–233.

    Google Scholar 

  • Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston: Heath.

    Google Scholar 

  • Diamond, C.T.P. (1985). 'Becoming a teacher: an altering eye', in Bannister, D. (ed.), Issues and Approaches in Personal Construct Theory. London: Academic Press, pp. 15–35.

    Google Scholar 

  • Dunkin, M. (1995). 'Concepts of teaching and teaching excellence in higher education', Higher Education Research and Development 14(1), 21–33.

    Google Scholar 

  • Dunkin, M.J. and Precians, R.P. (1992). 'Award-winning university teachers' concepts of teaching', Higher Education 24, 483–502.

    Google Scholar 

  • Elton, L. (1998). 'Dimensions of excellence in university teaching', International Journal for Academic Development 3(1), 3–11.

    Google Scholar 

  • Ethell, R.G. (1997). Reconciling Propositional and Procedural Knowledge: Beginning Teachers' Knowledge in Action. Unpublished Doctoral Thesis, Griffith University.

  • Feldman, K.A. (1988). 'Effective college teaching from the students' and faculty's view: Matched or mismatched priorities?', Research in Higher Education 28(4), 291–344.

    Google Scholar 

  • Feldman, K.A. (1996). 'Identifying exemplary teaching: Using data from course and teacher evaluations', New Directions for Teaching and Learning 65, 41–50.

    Google Scholar 

  • Feldman, K.A. (1997). 'Identifying exemplary teachers and teaching: Evidence from student ratings', in Perry, R. and Smart, J. (eds.), Effective Teaching in Higher Education: Research and Practice. New York: Agathon, pp. 368–395.

    Google Scholar 

  • Fraser, D. (2000). 'Building relationships in the classroom through peer teaching and peer assessment', in Spiller, D. (ed.), Narratives from Tertiary Teaching: Giving Students a Voice. Auckland, New Zealand: Longman, pp. 1–14.

    Google Scholar 

  • Hativa, N., Barak, R. and Simhi, E. (2001). 'Exemplary university teachers: Knowledge and beliefs regarding effective teaching dimensions and strategies', The Journal of Higher Education 72(6), 699–729.

    Google Scholar 

  • Hattie, J. and Marsh, H.W. (1996). 'The relationship between research and teaching: A metaanalysis', Review of Educational Research 66(4), 507–542.

    Google Scholar 

  • Hatton, N. and Smith, D. (1995). 'Reflection in teacher education: Towards definition and implementation', Teaching & Teacher Education 11(1), 33–49.

    Google Scholar 

  • Hildebrand, M. (1973). 'The character and skills of the effective professor', Journal of Higher Education 44(4), 41–50.

    Google Scholar 

  • Horan, M. (1991). Attributes of Exemplary Community College Teachers: A Review of the Literature. ERIC Document Reproduction Service No. ED 346 900.

  • Kagan, D. (1990). 'Ways of evaluating teacher cognition: Inferences concerning the Goldilocks principle', Review of Educational Research 60(3), 419–469.

    Google Scholar 

  • Kane, R.G., Sandretto, S. and Heath, C.J. (2002). 'Telling half the story: A critical review on the teaching beliefs and practices of university academics', Review of Educational Research.

  • Kelly, G.A. (1955). The Psychology of Personal Constructs: A Theory of Personality (Vol. 1). New York: WW Norton & Company.

    Google Scholar 

  • Korthagen, F.A.J. (2001). Linking Practice and Theory: The Pedagogy of Realistic Teacher Education. Mahwah, New Jersey: Lawrence Erlbaum Associates.

    Google Scholar 

  • Kreber, C. (1999). 'A course-based approach to the development of teaching-scholarship: A case study', Teaching in Higher Education 4(3), 309–325.

    Google Scholar 

  • Kreber, C. (2000). 'How university teaching award winners conceptualise academic work: Some further thoughts on the meaning of scholarship', Teaching in Higher Education 5(1), 61–78.

    Google Scholar 

  • Kreber, C. (2002). 'Reflection on teaching and the scholarship of teaching'. Presented at the Annual Meeting of the American Research Association, New Orleans.

  • Kreber, C.A. and Cranton, P.A. (2000). 'Exploring the scholarship of teaching', The Journal of Higher Education 71(4), 476–495.

    Google Scholar 

  • Loughran, J.J. (2002). 'Effective reflective practice: In search of meaning in learning about teaching', Journal of Teacher Education53(1), 33–43.

    Google Scholar 

  • Lowman, J. (1995). Mastering the Techniques of Teaching (2nd ed.). San Francisco: Jossey-Bass.

    Google Scholar 

  • Lowman, J. (1996). 'Characteristics of exemplary teachers', New Directions for Teaching and Learning 65, 33–40.

    Google Scholar 

  • Marland, P. (1984). 'Stimulated recall from video: Its use in research on the thought processes of classroom participants', in Zuber-Skerritt, O. (ed.), Video in Higher Education. London: Kogan Page, pp. 156–165.

    Google Scholar 

  • McAlpine, L. and Weston, C. (2000). 'Reflection: Issues related to improving professors' teaching and students' learning', Instructional Science 28, 363–385.

    Google Scholar 

  • McAlpine, L., Weston, C., Beauchamp, J., Wiseman, C. and Beauchamp, C. (1999). 'Building a metacognitive model of reflection', Higher Education 37, 105–131.

    Google Scholar 

  • McLean, M. (2001). 'Rewarding teaching excellence. Can we measure teaching 'excellence'? Who should be the judge?', Medical Teacher 23(1), 6–11.

    Google Scholar 

  • McLean, M. and Blackwell, R. (1997). 'Opportunity knocks? Professionalism and excellence in university teaching', Teachers and Teaching: theory and practice 3(1), 85–99.

    Google Scholar 

  • Meade, P. and McMeniman, M. (1992). 'Stimulated recall-an effective methodology for examining successful teaching in science', Australian Educational Researcher 19(3), 1–11.

    Google Scholar 

  • Meade, P., McMeniman, M., Wilson, J., Kanes, C. and Davey, I. (1991). 'Towards making explicit the implicit knowledge of effective maths and science teachers-a triangulated methodology'. Presented at the Annual Meeting of the Australian Association of Research in Education, Gold Coast, Australia.

  • Munby, H. (1984). 'A qualitative approach to the study of a teacher's beliefs', Journal of Research in Science Teaching 21(1), 27–38.

    Google Scholar 

  • Murray, H.G. (1997). 'Effective teaching behaviors in the college classroom', in Perry, R. and Smart, J. (eds.), Effective Teaching in Higher Education: Research and Practice. New York: Agathon Press, pp. 171–204.

    Google Scholar 

  • Neumann, R. (1992). 'Perceptions of the teaching-research nexus: a framework for analysis', Higher Education 23(2), 159–171.

    Google Scholar 

  • Neumann, R. (1996). 'Researching the teaching-research nexus: A critical review', Australian Journal of Education 40(1), 5–18.

    Google Scholar 

  • New Zealand Government (1995). Education Act 1989. Wellington, New Zealand.

  • Oberg, A. (1986). 'Using construct theory as a basis for research into teacher professional development', Journal of Curriculum Studies 19(1), 55–65.

    Google Scholar 

  • Osterman, K.F. (1990). 'Reflective practice: A new agenda for education', Education and Urban Society 22(2), 133–152.

    Google Scholar 

  • Palmer, P.J. (1998). The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life. San Francisco: Jossey-Bass.

    Google Scholar 

  • Pelikan, J. (1992). The Idea of the University: A Reexamination. New Haven: Yale University Press.

    Google Scholar 

  • Polanyi, M. (1966). The Tacit Dimension. New York: Doubleday.

    Google Scholar 

  • Ramsden, P. and Moses, I. (1992). 'Associations between research and teaching in Australian higher education', Higher Education 23, 273–295.

    Google Scholar 

  • Robertson, J. and Bond, C.H. (2001). 'Experiences of the relation between teaching and research: What do academics value?', Higher Education Research and Development 20(1), 5–19.

    Google Scholar 

  • Rowland, S. (1996). 'Relationships between teaching and research', Teaching in Higher Education 1(1), 7–20.

    Google Scholar 

  • Sandretto, S., Kane, R. and Heath, C. (2002). 'Making the tacit explicit: A teaching intervention programme for early career academics'. International Journal for Academic Development 7(2), 135–145.

    Google Scholar 

  • Schön, D.A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.

    Google Scholar 

  • Schön, D.A. (1987). Educating the Reflective Practioner: Toward a New Design for Teaching and Learning in the Professions. San Francisco: Jossey-Bass.

    Google Scholar 

  • Sebren, A. (1994). 'Reflective thinking: integrating theory and practice in teacher preparation', JOPERD-The Journal of Physical Education 65(6), 23–27.

    Google Scholar 

  • Sherman, T., Armistead, L.P., Fowler, F., Barksdale, M.A. and Reif, G. (1987). 'The quest for excellence in university teaching', Journal of Higher Education 58(1), 66–84.

    Google Scholar 

  • Shore, B.M., Pinker, S. and Bates, M. (1990). 'Research as a model for university teaching', Higher Education 19, 21–35.

    Google Scholar 

  • Smeby, J.C. (1998). 'Knowledge production and knowledge transmission. The interaction between research and teaching at universities', Teaching in Higher Education 3(1), 5–20.

    Google Scholar 

  • Smyth, J. (1992). 'Teachers' work and the politics of reflection', American Educational Research Journal 29(2), 267–300.

    Google Scholar 

  • Solas, J. (1992). 'Investigating teacher and student thinking about the process of teaching and learning using autobiography and repertory grid', Review of Educational Research 62(2), 205–225.

    Google Scholar 

  • Sternberg, R. and Horvath, J. (1995). 'A prototype view of expert teaching', Educational Researcher 24(6), 9–17.

    Google Scholar 

  • Trigwell, K. (2001). 'Judging university teaching', The International Journal for Academic Development 6(1), 65–73.

    Google Scholar 

  • Trigwell, K., Martin, E., Benjamin, J. and Prosser, M. (2000). 'Scholarship of teaching: A model', Higher Education Research and Development 19(2), 155–168.

    Google Scholar 

  • Weimer, M. (1990). 'It's a myth: Nobody knows what makes teaching good', in Neff, R.A. and Weimer, M. (eds.), College Teaching: Collected Readings for the New Instructor. Madison, WI: Magnn, p. 13.

    Google Scholar 

  • Wellington, B. and Austin, P. (1996). 'Orientations to reflective practice', Educational Research 38(3), 307–316.

    Google Scholar 

  • Wildman, T.M., Niles, J.A., Magliaro, S.G. and McLaughlin, R.A. (1990). 'Promoting reflective practice among beginning and experienced teachers', in Clift, R.T., Houston, W.R. and Pugach, M.C. (eds.), Encouraging Reflective Practice in Education. New York: Teachers College Press, pp. 139–162.

    Google Scholar 

  • Yost, D.S., Sentner, S.M. and Forlenza-Bailey, A. (2000). 'An examination of the construct of critical reflection: Implications for teacher education programming in the 21st century', Journal of Teacher Education 51(1), 39–49.

    Google Scholar 

  • Zuber-Skerritt, O. (1988). 'Personal constructs of second language teaching: A case study', Babel 23(3), 4–9.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. College of Education, Massey University, Private Bag 11222, New Zealand (author for correspondence, e-mail

    Ruth Kane

  2. Faculty of Education, University of Otago, P.O. Box 56, Dunedin, New Zealand

    Susan Sandretto

  3. Higher Education Development Centre, University of Otago, P.O. Box 56, Dunedin, New Zealand

    Chris Heath

Authors
  1. Ruth Kane
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Susan Sandretto
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Chris Heath
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Ruth Kane.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Kane, R., Sandretto, S. & Heath, C. An investigation into excellent tertiary teaching: Emphasising reflective practice. Higher Education 47, 283–310 (2004). https://doi.org/10.1023/B:HIGH.0000016442.55338.24

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1023/B:HIGH.0000016442.55338.24

Search

Navigation