Academics in universities can no longer teach in the ways that have been appropriate in the past. The paradigm has shifted from the dissemination of knowledge to a focus on the students and how to facilitate the best learning outcomes for them. This paper proposes that critical reflection is at the heart of being an effective teacher. It invites teachers to evaluate their own philosophies about teaching and to be criticaly reflective on their own practice. It is suggested that teachers need to learn how to be reflective practitioners through both self-evaluation and the use of collaborative strategies. It is no longer appropriate to focus solely on the 'what'; but also on the 'how' and 'why'.
|European Journal of Engineering Education
|Published - 2001