Team-based professional development can help higher education teachers learn to reflect critically on their teaching, but true reflection is often not achieved¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Seven reviewed studies reported that teachers learned to reflect critically on their own teaching practices through team-based professional development. → Gast 2017

Evidence¶

Gast 2017¶

Gast, Inken; Schildkamp, Kim; van der Veen, Jan T. (2017). Team-Based Professional Development Interventions in Higher Education: A Systematic Review. Review of Educational Research. https://doi.org/10.3102/0034654317704306

q2 · i? · review · r3

Thematic synthesis of seven qualitative and mixed-methods studies; Roblin and Margalef (2013) reported their inquiry community "enabled critical reflection that challenged teachers to make their educational beliefs explicit."

"Through participating in a team-based professional development intervention, teachers in higher education can learn to reflect critically on their own teaching practices."

Discussion¶

Related Claims¶

• The professional learning community is an environment in which teacher metacognition can be nurtured — related
• Peer reflective groups encourage student teachers to challenge existing theories and model collaborative professional development — related
• Reflection interventions in higher education have a medium positive average effect on learning that varies with duration, peer interaction and the reflective activity used — a broader claim this one bears on
• Team-based professional development is associated with shifts toward more student-centered teaching in qualitative studies, but not in one quantitative online-training study — related