A tutor's guide to teaching and learning at UQ - TEDI - University of ...
A tutor's guide to teaching and learning at UQ - TEDI - University of ...
A tutor's guide to teaching and learning at UQ - TEDI - University of ...
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Section 6: Evalu<strong>at</strong>ing <strong>and</strong> Improving Your Teaching 53SECTION 6Evalu<strong>at</strong>ing <strong>and</strong> Improving YourTeachingEvalu<strong>at</strong>ion as reflective practiceA good pr<strong>of</strong>essional reflects on wh<strong>at</strong> they do (<strong>and</strong> why they do it!), <strong>to</strong> gain anunderst<strong>and</strong>ing <strong>of</strong> their strengths <strong>and</strong> their weaknesses, or areas in which they canimprove. In higher educ<strong>at</strong>ion, we call this process engaging in reflective practice, anongoing cycle <strong>of</strong> planning, acting, observing <strong>and</strong> reflecting (adapted from Carr &Kemmis, 1986).This process is described in the diagram below. As a new tu<strong>to</strong>r, you will start in theplanning <strong>and</strong> designing phase (e.g., your first tu<strong>to</strong>rial!), move <strong>to</strong> the acting phase (whichin this case is <strong>teaching</strong>), <strong>and</strong> then <strong>at</strong> some stage you might want <strong>to</strong> get some inform<strong>at</strong>ion<strong>to</strong> inform you about how you are going as a tu<strong>to</strong>r – this is the observing or evalu<strong>at</strong>ionphase. Once you have some inform<strong>at</strong>ion about your practice you might then reflect oranalyse this inform<strong>at</strong>ion in order <strong>to</strong> find out in wh<strong>at</strong> areas <strong>of</strong> <strong>teaching</strong> you are doingwell, <strong>and</strong> wh<strong>at</strong> areas you can improve on.
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