Ruge, G and Mackintosh, L (2020) Facilitating reflective practice: Developing built environment educators' capacity for teaching and learning. Construction Economics and Building, 20(3), pp. 160-174. ISSN 2204-9029
Abstract
The international literature on higher education emphasises the importance for academics and professional staff to develop their disciplinary teaching and learning practice. Teaching staff in built environment degree programs tend to focus on 'what' subject content is taught and less on 'how to' improve and innovate teaching and learning contexts and students' skills development. To investigate these trends, this research reviewed the higher education literature and relevant international studies on strategies to enhance quality teaching and student learning. Findings highlight that reflective practice and engaging in a personal teaching philosophy and teaching profile provide an important link for individual professional development and basis for improving teaching and learning. The objective of this study was to apply findings from the literature in facilitating professional learning workshops, with a pedagogy for collaborative reflective practice and the development of a teaching philosophy. This research reports on the first stage of professional development for staff in built environment programs to establish a teaching profile through reflection on their personal and discipline specific pedagogies. Initial findings highlight the positive impact of reflection and collegial conversations about learning and teaching, as well as future opportunities for individual and discipline based capacity building for improving educational practice.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | built environment education; professional development; reflective practice; teaching innovation; teaching philosophy |
| Index terms: | strategy, skills development, higher education, capacity building, philosophy, workshop, reflective practice, professional development, reflection, program, pedagogy, built environment education, teaching innovation, built environment |
| Subjects: | professional development, personnel development, teaching methods, software systems, management, philosophical studies, infrastructure and transport systems, educational innovation, educational institutions, social and economic development, construction type |
| Topics: | Construction Technology, Business Strategy, Research Practice, Information Management, Education, Urban Studies, Digital Applications, Human Resources |
| Descriptive scope: | 3 PCT |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here