Pedagogical Reflection
Instructors in higher education are often asked to reflect on their pedagogical choices in formulaic, detached, rote ways such as end of the year faculty evaluations or in response to peer review of teaching. Yet, because of the parameters for these reflections, they often lack depth or much consid...
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| Format: | Article |
| Language: | English |
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University of North Carolina Wilmington
2021-05-01
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| Series: | Journal of Effective Teaching in Higher Education |
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| Online Access: | https://jethe.org/index.php/jethe/article/view/213 |