Case studies

In this case study section, you can find teachers from Hungary, Poland, Czechia and Eastonia reflecting on using the resources presented in this module. Teachers were asked to complete the self-reflextion or external reflection tasks, using the handouts and reviewing the materials provided in this module. Here is what teachers said about their experience:

…The evaluation inspired me to continue using modern teaching methods and working with case studies. During the lesson and during the follow-up evaluation, I found that I really enjoy watching my students grow academically, and discussing current social issues with them. (Teacher from Czechia)

Self-evaluation was a useful way to re-evaluate what happened in the classroom. Usually, as a lecturer, in the classroom I focus on the subject and the information (or the content I deliver to studnets), and because of this I often fail to pay attention to the way I communicate my ideas and how I talk to my students. Through this self-reflection, I had a chance to do just that and think about various implications of my lecture. Importantly, I learned to look at my teaching process critically, and ask myself if my students in class 1) understood what I wanted to teach them; 2) perceived the class content the way I intended them to. Through this self-reflection task, I was also able to see whether I am achieving the goal that I set out for the class. This self-reflection task was a good opportunity to think about what was happening in the classroom, and not just what I was teaching, but also about my teaching style. (Teacher from Estonia)

Any form of reflection was particularly helpful during online teaching. For me, an honest and open communication of my aims, motivations, and challenges (mainly associated with hybrid teaching format or newly introdcued classes) makes me feel uncomfortable, and at times even vulnerable. When experimenting with something new (new teaching format, new class content), we will see only later, in the student evaluations at the end of the course, what worked and what did not, and this uncertainty is very difficult for me to handle. For these reasons, self-evaluation and having a colleague evaluate my teaching was a very useful task, so I can receive feedback before the end of the semester and consider changes (or accept encouragement and reassurance) regarding my class and teaching style. (Teacher from Hungary)

External evaluation of my teaching was very useful in terms of pointing out the details of teacher-student and teacher-class relationship. Having read the reflections of the evluators, I considered diversifying working methods and understood the importance of being more attentive to students’ uncderstanding the subject. Based on reflections, I also considered using different materials in class. This task made me realize the importance of receiving feedback from someone who might have a different perspective on teaching, methods, or communication style. (Teacher from Poland)