REFLECTIVE JOURNALS FOR PROFESSIONAL DEVELOPMENT IN HIGHER EDUCATION SUPPORTING EARLY-CAREER ACADEMICS

Abstract

Reflective practice is increasingly recognized as a fundamental competence for the professional development of university teachers and for enhancing the quality of higher education teaching. Drawing on Donald Schön’s concept of the reflective practitioner and on European policies promoting continuous professional development, this paper examines the value of reflective journals as tools for Faculty Development. Based on a review of the pedagogical literature, the study proposes a semi-structured reflective journal model designed for early-career academics, organized into three progressive levels of reflection and supported by University Teaching and Learning Centers. The model aims to foster self-analysis, critical interpretation of teaching experiences, and the redesign of educational practices, highlighting the role of Teaching and Learning Centers as facilitators of professional growth and teaching quality enhancement. Although still at a theoretical and developmental stage, the proposed model offers a potential methodological framework for promoting reflective practice and pedagogical innovation in the professional development of university teachers.