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A longitudinal investigation of the impact of faculty reflective practices on students' evaluations of teaching
Author(s) -
Winchester Tiffany M.,
Winchester Maxwell K.
Publication year - 2014
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/bjet.12019
Subject(s) - summative assessment , formative assessment , psychology , set (abstract data type) , reflective practice , medical education , reflection (computer programming) , quality (philosophy) , proposition , mathematics education , pedagogy , medicine , computer science , philosophy , epistemology , programming language
Though there have been many studies conducted that emphasise faculty reflection as a crucial feature of professional practice, there appears to have been little empirical evidence to support the proposition that reflective practice improves the quality of teaching. Previous research demonstrated that reflective practice could be encouraged by weekly formative student evaluations of teaching ( SETs ). This study investigated the impact of reported reflective practice using formative SETs on changes to summative SETs , typically conducted at the end of a teaching period. Data was collected in a rural UK ‐based university‐college in 11 modules ( n = six faculty members, n = 413 students) in B usiness, C ountryside and E nvironment, F oundation D egree and V eterinary N ursing programmes over the period of 2 years of data collection. Findings show that on average, SET scores increased for all reflective practitioners year on year and increased more for those faculty members who demonstrated higher levels of reflection.