Content
Structured peer group reflection offers you, as a lecturer, the opportunity to reflect, together with colleagues, in a structured way on issues you encounter in your day-to-day work. Real-life experiences form the starting point, and the discussion methods ensure a deeper understanding. You develop a better insight into what is going on, your role in it, and the various ways in which you might deal with it. Experience shows that you also gain important insights from structured peer group reflection sessions regarding the situations faced by others. Structured peer group reflection is therefore an efficient and motivating way for you to develop as a teacher, as it takes everyday practice as its starting point. It is no coincidence that structured peer group reflection boosts your resilience and provides a supportive group of colleagues with whom you can exchange ideas in confidence.
What sort of experience can you bring to the role, for example?
You will share a specific experience from your own teaching practice. This could relate to the way you teach, how you interact with students or colleagues, or other teaching-related situations:
- Involvement with (PhD) students that takes up too much time and/or energy, but it is unclear where the boundary lies and how to draw it
- Coping with a new role (e.g. programme coordinator, member of an examination board) and the resulting change in the more formal relationship with colleagues
- Doubts about one’s own abilities in this environment full of competent people, resulting in valuable time and energy being wasted on over-preparation and self-doubt
Target group
Lecturers at Radboud University or Radboudumc who wish to raise issues relating to education in the broadest sense of the word. You will be working in a small group, so places are limited. We aim to encourage participation from lecturers across different faculties.