Abstract:
The rationale behind this article was to explore the importance for academics to
reflect constantly and consistently on what they teach; why they teach what they
teach; how they teach and assess, keeping in mind who they teach (calibre of their
students); and the circumstances under which they teach. The authors posed
the question: How is reflective practice used in fostering or creating a humane
higher education? Using a desktop approach, the article delves into classroom
practices, challenges and the influence of what happens ‘beyond the classroom’
on both the lecturer and students’ performance. The article is fundamentally a
reflection of what the authors witness themselves in their daily encounters, to a large extent, with lecturers sharing their challenges, and to a lesser extent, with students seeking development and support in their endeavours to succeed in their studies. Reflective practice is offered as a plausible approach that can be used systematically to gain a deeper understanding of the teaching and learning process in a higher education context.
