Reflective Practice in Senior Teaching: The Journey from Predicament to Breakthrough
With the gradual development of senior learning, many lecturers from different fields of expertise have joined this new field of senior learning. The purpose of this study is to explore the actions and meaning processes of senior lecturers from the events that cause teaching reflection, to the in-depth reflection, and finally to the actions and meanings shown after the reflection. Semi-structured interviews of qualitative research methods were used in this study. We selected 13 participants, 7 males and 6 females, aged between 30 and 63, with an average age of 50.53. The interview data were analyzed using the constant comparative method. Research findings are summarized as follows: 1. At the stage of teaching gaps and difficulties, senior lecturers could not cope with diverse senior teaching practices if they only relied on experience, otherwise more gaps and crises in teaching design, content, process, and application might result. 2. Participants reflected on multiple levels, including hypothetical thinking, the teacher’s sense of self, teaching theory, and teaching practice. 3. Through reflection, the participants could identify the core of the problem of senior teaching, form new thinking for senior teaching, and initiate teaching reformed actions to respond flexibly to the needs of teaching practice. Based on the research findings, suggestions were proposed for senior education and further research.