Research on the Role of Teaching Reflection in the Professional Development of University Teachers
DOI:
https://doi.org/10.65170/jtr.v1i1.8Keywords:
Teaching Reflection; University Teachers; Professional DevelopmentAbstract
With the acceleration of global digitalization and the intensification of talent competition, higher education has presented a trend of connotative development. The professional development level of university teachers has become a key factor affecting the quality of talent cultivation. As a core mechanism for university teachers’ professional growth, the value of teaching reflection is becoming ever more prominent. This paper, through literature review and theoretical analysis, first clarifies the connotations of teaching reflection and university teachers’ professional development, and then systematically analyzes the multi-dimensional effects of teaching reflection on university teachers’ professional development based on the characteristics of higher education, and finally identifies practical challenges currently faced in reflective practice and proposes concrete pathways to promote deeper engagement in teaching reflection. The findings provide theoretical references and practical guidance for helping university teachers enhance their professional development levels and strengthen their ability to integrate reflection into teaching.
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