Using the Critical Friends’ Approach and the Metacognitive Approach in Faculty Development Initiatives for Teaching in Higher Education
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The critical friends’ approach to faculty development for teaching in university and college settings calls for engagement in personal reflective practice and the use of peer review to look at ones pedagogical skills. In the metacognitive approach, a must think about ones learning. A critical friend is seen as a trusted colleague who asks provocative questions and pushes the teacher/learner to look in analytical ways at personal teaching skills. This paper looks at how this approach can inform activities for pedagogical development.