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Collaborating with Care: Creating Spaces for Authentic Reflective Practice in Academia

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Title: Collaborating with Care: Creating Spaces for Authentic Reflective Practice in Academia
Language: English
Authors: Catherine Trundle (ORCID 0000-0003-0908-9606), Jessica Gill (ORCID 0000-0003-1507-7759), Sabrina Gupta (ORCID 0000-0002-3793-1584), Joanne Marcucci (ORCID 0009-0006-9600-0102), Laura Petridis (ORCID 0009-0001-3791-7643)
Source: Higher Education Research and Development. 2025 44(7):1819-1833.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Faculty, Reflective Teaching, Autobiographies, Ethnography, Vignettes, Teacher Collaboration, Teaching Experience
Geographic Terms: Australia
DOI: 10.1080/07294360.2025.2488857
ISSN: 0729-4360
1469-8366
Abstract: Reflection is a valued pedagogical tool in academia. Research shows it is more effective when enacted collectively rather than individually. In this article, we offer fictional autoethnographic vignettes to paint an experiential picture of the daily tensions of being a reflective educator in an Australian university context. Through critically reflecting on our collaborative practices and the vignettes we produced, as well as engagement with the academic literature on reflective teaching practices, we argue that authentic, robust, and safe collaborative reflection relies upon six key qualities. These are (1) non-hierarchical, (2) non-evaluative, (3) flexible and informal, (4) unhurried and iterative, (5) welcoming of the complex emotionality, vulnerability, and discomforts of teaching experiences and, (6) able to explore and acknowledge the wider structural forces and constraints impacting teaching. To conclude, we acknowledge that this type of collaborative reflection is challenging in fast-paced, performance-driven, hierarchical, competitive, and metrified university structures. Leadership, therefore, needs to instantiate new norms in which robust collaborative reflection becomes commonplace.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503566
Database: ERIC
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  Data: Collaborating with Care: Creating Spaces for Authentic Reflective Practice in Academia
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  Data: <searchLink fieldCode="AR" term="%22Catherine+Trundle%22">Catherine Trundle</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0908-9606">0000-0003-0908-9606</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jessica+Gill%22">Jessica Gill</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1507-7759">0000-0003-1507-7759</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sabrina+Gupta%22">Sabrina Gupta</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3793-1584">0000-0002-3793-1584</externalLink>)<br /><searchLink fieldCode="AR" term="%22Joanne+Marcucci%22">Joanne Marcucci</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-9600-0102">0009-0006-9600-0102</externalLink>)<br /><searchLink fieldCode="AR" term="%22Laura+Petridis%22">Laura Petridis</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-3791-7643">0009-0001-3791-7643</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Higher+Education+Research+and+Development%22"><i>Higher Education Research and Development</i></searchLink>. 2025 44(7):1819-1833.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Reflective+Teaching%22">Reflective Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Autobiographies%22">Autobiographies</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnography%22">Ethnography</searchLink><br /><searchLink fieldCode="DE" term="%22Vignettes%22">Vignettes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1080/07294360.2025.2488857
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  Data: Reflection is a valued pedagogical tool in academia. Research shows it is more effective when enacted collectively rather than individually. In this article, we offer fictional autoethnographic vignettes to paint an experiential picture of the daily tensions of being a reflective educator in an Australian university context. Through critically reflecting on our collaborative practices and the vignettes we produced, as well as engagement with the academic literature on reflective teaching practices, we argue that authentic, robust, and safe collaborative reflection relies upon six key qualities. These are (1) non-hierarchical, (2) non-evaluative, (3) flexible and informal, (4) unhurried and iterative, (5) welcoming of the complex emotionality, vulnerability, and discomforts of teaching experiences and, (6) able to explore and acknowledge the wider structural forces and constraints impacting teaching. To conclude, we acknowledge that this type of collaborative reflection is challenging in fast-paced, performance-driven, hierarchical, competitive, and metrified university structures. Leadership, therefore, needs to instantiate new norms in which robust collaborative reflection becomes commonplace.
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  Data: EJ1503566
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