Reflective Practice in Higher Education: From a Theoretical Approach to a Professional Development Perspective
The preparation of teachers in higher education is increasingly valued in institutions around the world. On the other hand, training models are not standardized and valorization varies. Considering that the initial or professional development of teachers passes, at least in part, by the development of a reflective practice supported on basis of scientific literature, we propose to the on think on one hand about a model of reflective practice, that of Kelchtermans, through four dimensions (instrumental, moral, political, and emotional), and on the other hand about training of teachers in higher education from the perspective of Scholarship of Teaching and Learning. This article, which is meant to be an open discussion on the development of reflective practice in Higher education Training, is based on a review of the scientific literature on the topic, but also in large part on our teaching practice.