Reflection questions for gender- and diversity-sensitive teaching
Reflection questions for gender- and diversity-sensitive teaching
A lecturer’s self-perception has a significant influence on the planning and design of teaching and learning processes. One of the hallmarks of good teaching is that lecturers reflect on their own personal guiding principles and teaching practices. Examining one’s own teaching approach is a rewarding and insightful process. This not only brings one’s own perspectives into focus, but also highlights open questions that can be addressed in our higher education teaching methodology courses.
Exploring one’s own ideas and routines in everyday teaching and learning can be approached from various angles.
Fundamental questions to help clarify one’s self-image might include:
- How do I view my role as a lecturer? How important is the transfer of knowledge to me, and how important is it for me to provide supportive guidance throughout the learning process?
- How important is teaching in relation to my other duties?
- What strengths do I have that positively influence my teaching?
- What weaknesses do I have that negatively affect my teaching?
- To what extent do I feel constrained by external requirements (time, curriculum, examination regulations, premises, class size, etc.)?
- What beliefs shape my teaching practice? What is my attitude towards students?
- What expectations do I have of students? How do I deal with it when these expectations are not met?
- Which social and personal issues and inequalities am I mindful of? How do I address these in my day-to-day teaching?
- What do I aim to achieve with my students beyond the teaching and learning objectives?
- Which teaching and learning methods are suited to my teaching and learning objectives and are compatible with 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 ...