Self Evaluatation as a Method of Improving Teaching Practice at the University of the Witwatersrand
Date
2006-11-16T12:06:56Z
Authors
Bam, Belinda
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Abstract
This research report investigates the relationship between critical self-evaluation and
improved teaching practice. A sample of nine lecturers at the University of the
Witwatersrand were identified, and, by means of a questionnaire and semi-structured
interviews, participants were asked to disclose their attitudes towards performance
evaluation as a practice at the University, and their personal views in relation to
critical self reflection. Critical reflection involves an appraisal of that which is being
reflected upon. When such appraisal involves assumption or presupposition, it “holds
major potential for effecting change in one’s established frame of reference
(Mezirow, 1998). This reflection leads to improved teaching practice. Lecturers at the
University all support the notion of self-evaluation, but in practice only one of the nine
participants actively and critically reflected upon his teaching. Most of the subjects
sanction self-evaluation as a concept, do not practise critical reflection. The reasons
for this are numerous as the conclusions to the study reveal, but most significant is
that lecturers do not see any reason to reflect upon their own performance, nor see
any benefit in doing so.
Description
Student Number : 9201253K -
MEd research report -
School of Adult Education -
Faculty of Education
Keywords
performance appraisal, self-evaluation, critical reflection, improvement of professional practice, higher education, South Africa