Abstract

This paper contributes towards the areas of critical reflection, communities of practice, professional development, and best teaching practices. Critical reflection is a mechanism whereby educators can self-assess themselves, their teaching practices, and pedagogies to develop into better educators in the future. This paper provides empirical evidence from an educators’ community of practice to demonstrate how reflection can be embedded within a teaching profession. Self-reflexive autoethnographic accounts of six professors working in a higher education institution are considered to understand the process of reflection, and how constant reflection, self-examination and questioning can make an educator more aware of his/her strengths and weaknesses and provide avenues for selfimprovement to develop professionally.

Published in: London International Conference on Education (LICE-2020)

  • Date of Conference: 23-25 November 2020
  • DOI: 10.2053/LICE.2020.0032
  • ISBN: 978-1-913572-22-8
  • Conference Location: London, UK