Reframing Self in the Classroom: Interdependent Reflexivity for Enhancing Self-Awareness

Abstract

Developing self-awareness as a management instructor and modelling this process for students’ similar awareness has benefits in classroom learning environments. In this chapter, the authors reframe faculty and student traditional roles and responsibilities, providing an iterative, holistic process of embedded interdependent self-awareness development where students experience a sense of empowerment and control over their learning, integral to mutual success. The authors’ experiences draw on aspects of experiential learning, Gestalt psychology, and self-determination theory (SDT). To create an intrinsically motivating, student-centred learning environment in an undergraduate leadership course, the authors reframed teaching to include course design, opportunities for student autonomy, co-creation of psychological safety, and the instructor’s use of self. This evidence-based reflection for self-awareness included examining behavioural patterns, feelings, and thinking. Finally, the authors discuss lessons learned and practical applications, identifying reflexivity, psychological safety, iterative feedback, student autonomy, and modelling as key to the process.

Citation

Case, S.S., Schwartz, H.M. and Ehasz, S.F. (2023), "Reframing Self in the Classroom: Interdependent Reflexivity for Enhancing Self-Awareness", Kumar, P., Culham, T.E., Major, R.J. and Peregoy, R. (Ed.) Honing Self-Awareness of Faculty and Future Business Leaders: Emotions Connected with Teaching and Learning, Emerald Publishing Limited, Leeds, pp. 129-146. https://doi.org/10.1108/978-1-80262-349-920231008