ABSTRACT
However, Joubert may have had another thought in mind when he made his statement: not only do we learn what we are teaching, we learn how we are teaching. How often do lecturers walk away from a lecture thinking: “There’s the lecture I planned to give, there’s the lecture I gave, and there’s the lecture I wish I had given?” We learn twice by reflecting on the practice of teaching. A staff development program which focuses on university teach ing can assist lecturers in learning and improving how they teach, and can encourage them to focus not only on the practice of teaching but also on the idea of enhancing student learning (Barr & Tagg, 1995).
