Using the Johari Window Model to understand ‘the role of evidence’ to actively support reflection among teaching practitioners in higher education

This paper provides an exploration of the Johari Window Model, and its alignment with ‘evidence’ which is scrutinised and utilised for reflection and training educators within higher education settings. In this paper, the nature of evidence is explored through the lens of the Johari Window Model, which enables us as a community of educators to ascertain knowledge (as evidence) both known and unknown by others and ourselves. In literature, the concept of evidence (as an artefact) is often under-reported in terms of its significance, relationship to truth and impact. Collecting and making sense of evidence is often an important pre-requisite for academic practice, especially as it serves as a means of recognition for attaining accredited qualifications. Due to the need to complete these qualifications in a timely manner, we often fail to probe the accompanying evidence deeply enough, nor truly appraise it and query what it reveals about our practice and our private selves. The ‘window’ acts as a lens through which we can view various forms of evidence used in faculty development, with a view to encouraging others to make better use of evidence to honestly and openly reflect on their taught practice.