The international literature on higher education emphasises the importance for academics and professional staff to develop their disciplinary teaching and learning practice. Teaching staff in built environment degree programs tend to focus on ‘what’ subject content is taught and less on ‘how to’ improve and innovate teaching and learning contexts and students’ skills development. To investigate these trends, this research reviewed the higher education literature and relevant international studies on strategies to enhance quality teaching and student learning. Findings highlight that reflective practice and engaging in a personal teaching philosophy and teaching profile provide an important link for individual professional development and basis for improving teaching and learning. The objective of this study was to apply findings from the literature in facilitating professional learning workshops, with a pedagogy for collaborative reflective practice and the development of a teaching philosophy. This research reports on the first stage of professional development for staff in built environment programs to establish a teaching profile through reflection on their personal and discipline specific pedagogies. Initial findings highlight the positive impact of reflection and collegial conversations about learning and teaching, as well as future opportunities for individual and discipline based capacity building for improving educational practice.

中文翻译：

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促进反思性实践：发展室内环境教育者的教学能力

有关高等教育的国际文献强调了学者和专业人员发展其学科教学活动的重要性。建筑环境学位课程中的教职员工倾向于将重点放在“什么”学科内容上，而不是“如何”改善和创新教学环境和学生技能发展上。为了调查这些趋势，本研究回顾了高等教育文献和有关提高质量教学和学生学习策略的相关国际研究。调查结果表明，反思性实践和个人教学理念和教学模式的建立为个人专业发展提供了重要的联系，也是改善教学方式的基础。这项研究的目的是将文献中的发现应用于便利的专业学习讲习班，并采用教学法进行协作反思性实践和发展教学哲学。这项研究报告了建筑环境计划中的员工职业发展的第一阶段，目的是通过反思他们的个人和学科特定的教学方法来建立教学概况。初步发现强调了反思和大学对话对学与教的积极影响，以及未来基于个人和学科的能力建设以改善教育实践的机会。这项研究报告了建筑环境计划中的员工职业发展的第一阶段，目的是通过反思他们的个人和学科特定的教学方法来建立教学概况。初步发现强调了反思和大学对话对学与教的积极影响，以及未来基于个人和学科的能力建设以改善教育实践的机会。这项研究报告了建筑环境计划中的员工职业发展的第一阶段，目的是通过反思他们的个人和学科特定的教学方法来建立教学概况。初步发现强调了反思和大学对话对学与教的积极影响，以及未来基于个人和学科的能力建设以改善教育实践的机会。