Impact of Reflective Journal for Improving Teaching Practices Through Faculty Self-Assessment – A Case Study

Abstract

This paper presents a case study on how Gibbs’ Reflective Cycle can be used as a tool for faculty self-assessment in engineering education. The study offers insights into the benefits of incorporating reflective journaling for teachers as regular practice, to reflect on and understand what went well in their classrooms, what didn't, and how to enhance future teaching practices. In the engineering disciplines, faculty members recorded and reflected on their teaching practice using Gibbs' six stage description, feelings, evaluation, analysis, conclusion, and action plan. Self-reported surveys and reflective journals were used to gather data. The results indicate that faculty perceives improvement in lesson planning, confidence to address classroom issues, and increased engagement of students. The study also pinpoints some social constraints that may hinder regular practice, such as the lack of institutional support, non-availability of trainers, or the scarcity of time. Most of the findings come from self-perceptions of the learners, but the case study shows the usefulness of reflective journals as a simple and inexpensive technical education faculty development technique. Student feedback, peer observations and longer-term studies are recommended for future research to enhance evidence of impact.