TY - JOUR

T1 - Mapping ecologies of practice

T2 - a framework for reflective teaching and academic development in higher education

AU - Ragupathi, Kiruthika

AU - Trowler, Paul

PY - 2025/5/18

Y1 - 2025/5/18

N2 - Critical reflection on teaching is essential for educators to develop a strong rationale for their practice. However, fully grasping the complexity of social practices within the classroom requires a more nuanced approach. To make their reflective work influential for enhancement, it is important for educators to incorporate the broader conditioning factors influencing classroom practices, including the dynamic interplay between teaching, learning, and assessment practices. This paper proposes an enhancement-focused framework for educators to identify, analyse and, crucially, reflect on these intricate ecologies of practice. The framework emerged from a study examining how social practices are constituted and shaped across nine university course sites. It serves as a practical tool for unpacking interconnected practices and understanding the factors that condition them. Using a specific example, this paper demonstrates how the framework can inform and support reflective teaching practices. It also shows how academic developers can employ the framework to enhance teaching practice in their institutions.

AB - Critical reflection on teaching is essential for educators to develop a strong rationale for their practice. However, fully grasping the complexity of social practices within the classroom requires a more nuanced approach. To make their reflective work influential for enhancement, it is important for educators to incorporate the broader conditioning factors influencing classroom practices, including the dynamic interplay between teaching, learning, and assessment practices. This paper proposes an enhancement-focused framework for educators to identify, analyse and, crucially, reflect on these intricate ecologies of practice. The framework emerged from a study examining how social practices are constituted and shaped across nine university course sites. It serves as a practical tool for unpacking interconnected practices and understanding the factors that condition them. Using a specific example, this paper demonstrates how the framework can inform and support reflective teaching practices. It also shows how academic developers can employ the framework to enhance teaching practice in their institutions.

U2 - 10.1080/07294360.2025.2503816

DO - 10.1080/07294360.2025.2503816

M3 - Journal article

JO - Higher Education Research and Development

JF - Higher Education Research and Development

SN - 0729-4360

ER -