Reflection on Action: Teaching Strategies for Faculty in National Council for Accreditation of Teacher Education Accredited Universities

• In Event: Portfolio Reflection and Interpretation for Professional Development

Abstract

This study explored the reflection-on-action teaching strategies used by faculty who teach in universities accredited by the National Council of Accreditation for Teacher Education (NCATE). Even though scholars have noted the importance of reflection, and accrediting bodies have consistently required reflection, faculty generally receives little direction about reflective strategies. To explore strategies for reflection among faculty, interviews were conducted with 15 faculty members from accredited institutions. Analysis of the data revealed several patterns and themes. Participant’s reflection-on-action strategies lead to improved pedagogy and included note-taking, requesting feedback, setting up checkpoints, reviewing course materials, and adjusting to improve practices. Further, participants stated that by participating in an accreditation process, opportunities for professional growth and reflection were enhanced and made more intentional.

Authors

• Cindy B. Giaimo-Ballard, University of La Verne

• L. Hyatt, University of La Verne