Reflection questions for gender- and diversity-sensitive teaching
Reflection questions for gender- and diversity-sensitive teaching
A teacher's self-image has a significant influence on the planning and organisation of teaching and learning processes. Good teaching is characterised, among other things, by teachers reflecting on their own personal guiding principles and teaching practices. Examining one's own teaching approach is a rewarding and insightful process. It not only reveals one's own perspectives, but also open questions that can be addressed in our university didactics programmes.
Exploring one's own ideas and routines in everyday teaching and learning can take place with different emphases.
Fundamental questions to clarify the self-image can be:
- How do I see my role as a teacher? How important is imparting knowledge, how important is supporting the learning process for me?
- How important is teaching in relation to my other tasks?
- What strengths do I have that positively influence my teaching?
- What weaknesses do I have that have a negative impact on my teaching?
- To what extent do I feel restricted by external requirements (time, curriculum, examination regulations, premises, learning group size, etc.)?
- What convictions characterise my teaching? What attitude do I have towards the students?
- What expectations do I have of the students? How do I deal with it when these expectations are not met?
- What social and personal problems and inequalities do I have in mind? How do I address these in my everyday teaching?
- What do I want to achieve learning objectives with the students?
- Which teaching and learning methods fit in with my teaching and learning objectives and are compatible with the external requirements?
In focus: Diversity
- How do I perceive diversity in everyday teaching?
- Which diversity dimensions seem important and relevant to my studies, which less so?
- To what extent do I take diversity into account when preparing my teaching and in examination situations - and what does this mean in concrete terms?
- What diversity-orientated design options am I aware of?
- Which concepts and methods have I tried out?
In focus: Gender
- What gender-specific imbalances have I noticed in my subject? What attitudes and experiences characterise my attitude towards this?
- Have I informed myself sufficiently about possible gender-specific problems in my subject? What sources are available to me or who could I talk to about this?
- How can these problems be addressed in everyday teaching?
- How can I sensitise students to the topic?
- How can I use my role model function to emphasise the relevance of diversity for my subject?
- Does the selection of my teaching and learning materials and literature offer a diversity of perspectives?
- Does the teaching and learning material reflect realities beyond gender stereotypes?
In focus: Accessibility
- What do I mean by accessibility in teaching? And what is inclusive teaching?
- How can I contribute to a low-barrier teaching and learning environment?
- To what extent are my teaching materials accessible?
- Do I inform students about Allowances for special needs?
- In order to allow all students to participate equally and not to exclude anyone, I need ... / do I offer ...