Reflective teaching in a holistic personal development course for Chinese university students: A case study

Man Sze Ma

Research output: Journal article publicationReview articleAcademic researchpeer-review


� 2016 by De Gruyter 2016. Research shows that reflective practice plays an important role in promoting teaching performance and facilitating a positive learning atmosphere. This article provides a case study on a teacher's reflection in a university course. The author discusses the difficulties she encountered and the strategies she used when teaching a leadership course. Students' post-lecture qualitative evaluation is used as an illustration to show how these feedbacks guide the teacher when reflecting and evaluating her teaching performance. Implications are discussed to highlight the importance of reflective practice in university contexts.
Original languageEnglish
Pages (from-to)187-193
Number of pages7
JournalInternational Journal on Disability and Human Development
Issue number2
Publication statusPublished - 1 Jun 2016


  • cooperative learning
  • holistic leadership program
  • reflective practice
  • self-disclosure
  • teacher-student relationship

ASJC Scopus subject areas

  • Rehabilitation
  • Sensory Systems
  • Geriatrics and Gerontology
  • Psychiatry and Mental health
  • Advanced and Specialised Nursing
  • Speech and Hearing

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