Celebrating Excellence in Teaching: Faculty of Health Sciences Teaching Award 2025

On 26 February 2026, Dr Kathleen Froneman received the Faculty of Health Sciences Teaching Award for 2025. This award recognises exemplary teaching practices within the faculty and celebrates innovative, impactful approaches to teaching and learning that are responsive to the diverse educational context of North-West University.

The Faculty Teaching Awards are held annually to acknowledge individuals or teams who demonstrate excellence in teaching. Participation depends on the size of the faculty and institutional resources, making this recognition not only a celebration of individual effort but also a reflection of collective commitment to advancing teaching and learning within the Faculty of Health Sciences.

The award evaluation is based on four key criteria: teaching statement, peer evaluation, reflection on teaching practices, and faculty uniqueness. These criteria provided a structured framework for critically engaging with my teaching and reflecting on how my practices align with the Faculty of Health Sciences’ priorities and educational context.

For me, participating in this award process has been a meaningful journey of reflection, growth, and affirmation of my teaching philosophy, particularly the principle of presence. In my view, presence in teaching is about more than being physically in the classroom; it is about fully engaging with students, attuning to their needs, and creating learning spaces that are relational, attentive, and responsive. Presence allows me to connect deeply with students, support their professional development, and guide them towards becoming reflective, compassionate, and competent health professionals.

My approach to teaching is grounded in presence and reflective practice, with a strong emphasis on facilitating transformative learning. Teaching is not merely the transmission of knowledge; it is an intentional, relational practice in which students feel seen, heard, and supported. Through presence, I foster trust, encourage authentic engagement, and create opportunities for students to critically explore their assumptions, values, and professional identity.

Central to my teaching is the integration of structured reflection. Through guided self-inquiry, dialogic engagement, and experiential learning activities, I aim to create environments where students can connect theory to practice, develop self-awareness, and experience the supportive guidance of a present and attentive educator. Presence in these moments allows students to cultivate resilience, adaptability, and a deeper sense of professional responsibility—qualities essential for the health professions.

Receiving this award has provided a platform to share and contribute to broader conversations on presence and reflective teaching in higher education. Engaging with colleagues and fellow educators has been inspiring and enriching, offering opportunities to exchange ideas and continuously refine my approach.

This recognition affirms the value of student-centred and reflective teaching embedded in presence and strengthens my commitment to ongoing development as an educator. Ultimately, my goal remains to support students in becoming thoughtful, competent, and compassionate professionals who are well-prepared for the complexities of their future roles.