Responding to contextual barriers to reflective teaching

The following table lists a number of contextual barriers to the development of reflective teaching. In each case, draw on the discussions in this chapter to develop a response that would allow you to address these barriers. Your response could be to challenge the assumptions underlying the potential barrier or to suggest a way of limiting its impact. For example, you might challenge the notion that students are not suitable for higher education or, in relation to the lack of supportive group, you could suggest joining or developing an online discussion group with people from outside your institution.

Potential barrier Potential response
Uncritical dominant notion of reflection in your institution  
Lack of control of what and how you teach  
Very large class sizes  
Very high workload  
Students who are not suitable for studying in higher education  
Teaching is not valued in your institution or department  
The lack of a supportive group