{"id":8247,"date":"2022-11-21T17:01:23","date_gmt":"2022-11-21T22:01:23","guid":{"rendered":"http:\/\/www.montclair.edu\/faculty-excellence\/?page_id=8247"},"modified":"2025-03-28T17:39:21","modified_gmt":"2025-03-28T21:39:21","slug":"reflective-practice","status":"publish","type":"page","link":"https:\/\/www.montclair.edu\/faculty-excellence\/reflective-practice\/","title":{"rendered":"Teaching as Reflective Practice"},"content":{"rendered":"

Principle 5. Teaching As Reflective Practice: Summary and Rationale<\/h3>\n
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Reflect on one\u2019s teaching practices and beliefs to maximize self-awareness and continual improvement.<\/strong><\/p>\n

Growth as an effective and inclusive instructor is a continual process involving self-reflection, critique, and ongoing learning. Self-reflection includes identifying personal areas of bias or weakness in teaching. One\u2019s beliefs about students, teaching and learning feed directly into how one practices teaching. Engaging in a reflective practice ensures that our beliefs, values, and practices are in alignment through continual growth and adjustment.<\/p>\n

Instructors, students, disciplinary norms, and the state of the pedagogical art are all in continual flux, so even the best-prepared and skilful instructor is only such at a moment in time. Successful instructors assert authority and responsibility over their own teaching practices, and develop the reflective capacity to become aware of, and institute, needed changes in their approach to teaching. Exemplary instructors model life-long learning for their students through their own engagement with their discipline, their teaching, and the ever-evolving students in their courses.<\/p>\n<\/div>\n<\/div>\n<\/div>\n

Teaching as Reflective Practice: Strategies Shortlist<\/div>
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