Abstract

Over the last two decades or so, important new initiatives have been introduced into undergraduate education to advance learning. These initiatives bear witness to the fact that there are higher education professionals who are intimately interested in the transformation of approaches to teaching and learning in the academy (Chisholm, 2007; Costa & Kallick, 1993; O‘Banion, 1997; Wingspread Group on Higher Education, 1993). Some are also interested in thoroughgoing transformation of the teaching and learning through faculty development initiatives. Many of these innovative practices hold out great promise for real advances in student learning and even for changing the culture of higher education (Barr & Tagg, 1995; Smith, 2004). In this regard, reflective teaching and learning is important in professional development and for better teaching practices. The use of critical friends can also assist the processes of reflecting on teaching and learning from teaching and the overall advancement of teaching in higher education.

How to Cite:

Chisholm, M. E., (2012) “Enhancing teaching skills and fostering critical reflective practices in the professional development of university teachers.”, Adult Education Research Conference 1(2012).