Reflective teaching practice by university faculty: rationale and case study in computer science

Over the years, many innovative and successful ideas related to educational research and teaching practice have been reported in engineering journals and conferences and at various conferences within the engineering disciplines. However, finding or creating an environment within one´s own institution to apply these ideas is often difficult. A source of this difficulty may be that implementation of such ideas typically requires resources or support that may not be available. The purpose of this paper is to discuss a bottom-up, faculty-driven approach to changing teaching that allows faculty to support each other by the process. Specifically, a rationale is developed for use of peer facilitated reflective teaching practice within education, a particular model, the Reflective Teaching Model (RTM) is introduced and a pilot conducted within a University computer science program is described