Higher Education Faculty and Reflective Practice

Abstract

While reflective practice is a tool used by teachers in K–12 education, nursing education, and corporate training, faculty in higher education lack consistency of incorporating reflective practice on their pedagogy and andragogy. The purpose of this study was to use a gap analysis to evaluate knowledge, motivation, and organizational influences that negatively impact or positively support faculty members’ use of reflective practice on their teaching. Semi-structured, qualitative interviews were conducted with 11 full-time faculty members of a university in the Southeast United States. Two research questions guided the conceptual framework of this study: (a) What are faculty members’ knowledge and motivation influences related to reflective practice? and (b) How does the culture of the organization influence faculty members’ reflective practice? Generalizable themes were identified through analysis of the interviews. The results indicate gaps in knowledge, motivation, and organization influences that impede faculty members’ use of reflective practice on their teaching methods. Recommendations offered in Chapter Five are intended to influence stakeholders incorporating reflective practice. Findings suggest the need to incorporate training and job aids as well as encourage a culture of reflection to ensure that all faculty reflect on their teaching.