IngentaConnect Publishing as Reflection on Practice

Authors: Phillips D.N.; Hall S.H.

Source: Reflective Practice, Volume 3, Number 3, 1 October 2002 , pp. 245-253(9)

Publisher: Routledge, part of the Taylor & Francis Group

Abstract:

This article is a reflective account by two authors: David, a veteran teacher/ academic in applied chemistry, and Susan, an academic in organisational development and a professional development consultant to academics. Susan proffers a framework for understanding levels of reflection within a path of continuous improvement in work practice. She traces David's path through this framework as he tells his story. For the greater part of David's academic career he approached his work as a reflective teacher. Now, he reflects that after 26 years of reflective teaching, he entered a more in-depth level of reflective teaching by deciding to write his first publication on an aspect of his innovative teaching practice. Following his personal satisfaction with, and his university's enthusiastic approval of, this publication, he went on to publish another five papers on other teaching innovations. In this current reflective phase David explicates his reflective teaching with the help of Susan. David stakes the claim that teaching as a scholarly activity brings not only great credit to the individual, but arguably more so to the teaching school and the university as a whole. He concludes by asking himself Why he did not commence such publications sooner in his career.

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