Critically Reflective Pedagogical Model: a Pragmatic Blueprint for Enhancing Learning and Teaching in Construction Disciplines

Construction Economics and Building

Imriyas Kamardeen¹ 

[1] Editor, Construction Economics and Building;

关键词: Higher education;    pedagogy;    critically reflective practice;    teaching quality;    learning experience.;   

DOI  :  10.5130/AJCEB.v15i4.4607

来源: DOAJ

【 摘 要 】

University lecturers who aspire to provide an improved learning experience for their students continually, and be recognised for high quality teaching should embrace a critically reflective practice. Nonetheless, developing as a reflective lecturer is challenging, although there are pedagogical literatures as general guidelines. This study introduces a new pedagogical model of critically reflective practice to simplify the efforts for lecturers and to shorten their journey to becoming effective teachers. A two-phased action research strategy was adopted for the development and validation of the new model. The first phase operationalised the Brookfield’s four-lens framework to create a reflective teaching practice model, which was then validated with a case study in the second phase. The model offers a pragmatic blueprint for lecturers to build a career with sustained quality of teaching, which in turn translates into improved learning experiences for students.

【 授权许可】

Unknown