Participating in meaningful continuing professional development (CPD) is essential for faculty to enhance their teaching effectiveness and support student success. However, identifying relevant development opportunities amidst competing demands on time can be challenging. In “ : A Means to Faculty Engagement in Meaningful Continuing Professional Development,” Efu (2023) provides practical insights on using reflection as a tool to help faculty examine their practice and proactively pursue growth.
Grounded in John Dewey’s reflective thinking theory, Sandra Efu’s mixed-methods study with 41 faculty at a Canadian college reveals four key findings:
- Faculty dominantly view reflection as looking back after teaching to identify improvements.
- Reflection is seen as vital for lifelong learning and meeting evolving student needs.
- Over 80% of faculty lack a structured reflective process to inform their CPD choices.
- Faculty CPD is often guided by self-interest rather than deliberate reflective practice.
To bridge the gap between reflection and critical reflection, the author recommends that institutions provide:
- Dedicated time for faculty to engage in meaningful reflective inquiry.
- Training and resources on reflective practice techniques and tools.
- A collaborative culture of trust between faculty and leadership around CPD.
Institutions can empower faculty with the time and know-how to critically reflect. This enables faculty to generate insights from teaching experiences that clarify relevant continuing professional development pathways. Read the full article to learn more about the four-step process of critical reflection.
Efu, S.I. (2023). Reflection: A means to faculty engagement in meaningful continuing professional development. Teacher Development, 27(2), 234-255. https://doi.org/10.1080/13664530.2022.2159508
By Laura McNeill