Reflective Tool for Teacher Development

Share this Teaching Tip
Reading Time: 2 minutes

Developing as a teacher takes time and effort. According to Lyon’s Model on Teacher Efficacy and Competence, progression through the five stages of teacher development (novice, advanced beginner, competent performer, proficient, expert) requires a combination of experiences and, importantly, ongoing reflection. As teachers advance through these stages, they develop an increasing awareness of their teaching philosophy and their role in the learning process (Lyon, 2015; model adapted from Dreyfus & Dreyfus, 1986).  

We have constructed a tool that may assist you in your ongoing reflections as a developing teacher. The tool was created based both on 21st century teaching skills and the Student Appraisal of Teaching (SAT). As such, it is divided into eight categories, each with a question targeting a different aspect of teaching (e.g., Using Technology to Enhance Learning, Being Creative, Demonstrating Persistence). These questions may be helpful for your own growth as a teacher, in the development of a teaching dossier, or as you prepare for performance reviews.   

End of Term Reflection for Faculty: image of journal with a pen
Click on the image to go to the Reflection Tool

References

Dreyfus, H., & Dreyfus, S. (1986). Mind over machine: The power of human intuition and expertise in the era of the computer. New York: Blackwell Publishers.

Lyon, L. J. (2015). Development of teaching expertise viewed through the Dreyfus model of skill acquisition. Journal of the Scholarship of Teaching and Learning, 88-105.

Developed in collaboration with Nancy Nelson

Mike Wong

​Michael Wong holds a Ph.D. and brings his experience as an educator, researcher, and neuroscientist to the Teaching and Learning Consultant team at Conestoga College. Prior to joining the team, Michael was a professor and instructor at Sheridan College, McMaster University, and most recently at the University of Wisconsin-La Crosse. He has taught and designed/refined courses and curricula in many subject areas from neuroscience and psychology to research methods and child health. He is a proponent of active learning and has an interest in neuroplasticity, gamification, and the scholarship of teaching and learning.

Leave a Reply

Your email address will not be published. Required fields are marked *

Post comment