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The use of self and reflective practice in relational teaching and adult learning: a social work perspective

This article explores the relationship between reflective practice and relational teaching as a basis for a teaching philosophy for adult learners. Concepts such as countertransference, authenticity and use of self are highlighted as essential for effective teaching in the twenty-first century. These concepts, along with adult learning theories, are integrated into a teaching philosophy that aims to maximize teacher effectiveness and awareness as well as student learning.