WHAT STRATEGIES FOR IMPROVING INSTRUCTION HELP TEACHERS PROVIDE INFORMATIVE FEEDBACK TO THEMSELVES?
Because college teachers often have a strong need to seek self-determined competence by continuously scanning the instructional environment for informative feedback, their behavior can be examined and the source of changes in their behavior understood by viewing them as “reflective practitioners.” Activities that constitute such practice-centered inquiry have been shown to be useful strategies for improving instruction (Amundsen, Gryspeerdt, and Moxness 1993). The ultimate foundation of all reflective practice or self-reflection is the ability and opportunity to engage in self-evaluation or self-assessment. Two common methods of collecting self-evaluation feedback at universities involve the use of self-rating forms and self-reports. At some colleges and universities, for example, faculty are asked to complete the same (or slightly reworded) questionnaires to evaluate teaching as their students. This procedure enables faculty to analyze their teaching and to reflect on their teaching b
