Reflection and SoTL: Putting Reflection (Back) on Faculty Radar

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Author(s): Laura Zizka (Ecole hoteliere de Lausanne, Switzerland & HES-SO University of Applied Sciences and Arts of Western Switzerland, Switzerland)
Copyright: 2020
Pages: 25
Source title: Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL)
Source Author(s)/Editor(s): Rachel C. Plews (Haute école pédagogique du canton de Vaud, Switzerland)and Michelle L. Amos (University of Central Missouri, USA)
DOI: 10.4018/978-1-7998-2212-7.ch006

Keywords: Business & Management / Business Science Reference / Educational Administration and Leadership / Professional Development

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Abstract

Reflection was introduced into educational institutions to encourage students to seek beyond the descriptive and simple response toward critical, deep thinking, and effectively make better choices. It is also an integral part of the structured inquiry of one's teaching through the Scholarship of Teaching and Learning (SoTL). Based on Dewey and Schön's foundation of reflection as linked to actions undertaken in apprentices' daily tasks, this chapter attempts to dispel common misconceptions related to reflection to show that reflection can and should be encouraged by all stakeholders in educational programs regardless of the discipline, level, or type of study. A Reflection Radar has been created to identify reflective practices in teaching and learning. The chapter concludes with how reflection through SoTL can and should be implemented as a solid, formative pedagogical tool at all levels of education and contribute to the scholarship of teaching and learning for all educators.

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