This article describes a reflective teaching project initiated at the University of Sunderland. It identifies some of the staff development that was required to fulfil the aims of the project. Models of reflection are given: DATA; critical thinking; experiential learning; action research; critical incident; concept map; and storytelling. Methods of data collection are outlined: teaching observation; diaries/logs; and student feedback; and data analysis is summarized. The article discusses some of the critical issues identified by the project and suggests appropriate methods for starting the process of reflective practice by others.
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