Interdisciplinary reflection by higher education academics using teaching squares: A scoping review.

Area of Science:

• Higher Education Pedagogy
• Academic Professional Development
• Interdisciplinary Studies

Background:

• Higher Education (HE) academics engage in teaching reflection to improve pedagogical practices.
• Interdisciplinary collaboration offers unique perspectives for reflective teaching.

Purpose of the Study:

• To explore the utilization of teaching squares by interdisciplinary Higher Education academics for teaching reflection.
• To identify the impact of interdisciplinary reflection on pedagogical skills and academic relationships.

Main Methods:

• A scoping review of published and unpublished research from 2012-2022.
• Systematic searches of ten electronic databases and reference list hand-searching identified 13 studies.
• Data charted using the Patterns, Advances, Gap, Evidence for practice and Research (PAGER) framework.

Main Results:

• Teaching squares fostered improved pedagogical skills through interdisciplinary observation and reflection.
• Academics reported increased confidence, awareness of teaching practice, and understanding of student experiences.
• Interdisciplinary reflection built social capital and professional networks, mitigating academic isolation.

Conclusions:

• Interdisciplinary reflection using teaching squares enhances HE academics' confidence and teaching methods.
• This approach increases social capital and networking opportunities, benefiting those new to academia.
• The COVID-19 pandemic accelerated the adoption of virtual reflection, potentially establishing a new norm.