Teaching excellence requires constant matching of suitable pedagogy to changing conditions that are ripe for testing the generalizability of Schon’s (1987) reflective practice concepts. This qualitative study explores how business professors describe, understand, and use reflection in their teaching practices to better understand their professional artistry (Schon, 1987). The study has three principle aims: first, to test the generalizability of a conceptual model of reflection-in- and -on-action, derived from Schon’s (1987) reflective practice, to business professors’ teaching practices; second, to explore the factors, feelings, actions, and consequences of business professors’ reflection; and last, to understand how business professors learn, develop, and sustain their reflective practice. The data indicated that while each professor’s reflective practice is unique, there are commonalities: reflection as framing an experiment; reflection as emotional interaction; reflection as development; reflective practice as a system; and reflection as artistry revealed. The results of this study are useful in helping professors in all disciplines develop a more reflective teaching practice.

Данное издание не является оригинальным. Книга печатается по технологии принт-он-деманд после получения заказа.