Critically reflective pedagogical model for construction education

Leading a critically reflective teaching practice is essential for university lecturers to ensure they are offering a quality learning experience for students. However, developing as a reflective lecturer is challenging and thus requires a well-defined guideline. This study, building on existing theories of reflective teaching, introduces a new model of critically reflective teaching practice. The research essentially involved the operationalisation of Brookfield’s four-lens model in the author’s teaching practice for creating a reflective pedagogical model. Qualitative data were collected from four different sources and subjected to a thematic content analysis. Findings were then consolidated to inform the development of the new, reflective teaching practice model. The model could function as a blueprint for lecturers to guide them in the continual improvement of their teaching for sustained high quality.