Analysis of our autobiographies as both teachers and learners provides a good point from which to begin our evaluation process. Through the autobiographical lens of self-reflection we become alert to the influence of our personal experience as learners on how we teach, the assumptions about teaching practice we have drawn from that experience and how we enact these assumptions in our teaching.

For more information about activities we can use to aid our reflection below, please go to "The lens of autobiography" and go to the required page as indicated in the table below. 

Beatty, J. E., Leigh, J. S. A. & Dean, K. L. (2009). Philosophy rediscovered: Exploring the connections between teaching philosophies, educational philosophies, and philosophy. Journal of Management Education, 33(1), pp. 99-114.

Boud, D., Keogh, R. & Walker, D. (1985). Promoting reflection in learning: a model, in: D. Boud, R. Keogh & D. Walker (Eds) Reflection: turning experience into learning. London: Kogan Page. UC Library LB1060.B68 1985.

McCormack, C. (2003c). Evaluating Your Teaching - The Lens of Autobiography. Centre for the Enhancement of Learning, Teaching and Scholarship, University of Canberra.

McWilliam, E. (2008). Unlearning how to teach. Innovation in Education and Teaching International, 45(3), pp. 263-269.

Moon, J. A. (2006). Learning journals. A handbook for reflective practice and professional development. London: Routledge. UC Library LB1060.M66 2006.

Schonwetter, D., J., Sokal, L., Friesen, M., & Taylor, K. L. (2002). Teaching philosophies reconsidered: A conceptual model for the development and evaluation of teaching philosophy statements. The International Journal for Academic Development, 7(1), pp. 83-97.

|For more information email - Coralie.McCormack@canberra.edu.au|