Inquiry into the Teaching and Learning Practice: An Ontological-Epistemological Discourse

Autor/inn/en	Samarji, Ahmad; Hooley, Neil
Titel	Inquiry into the Teaching and Learning Practice: An Ontological-Epistemological Discourse
Quelle	In: Cogent Education, 2 (2015) 1, Artikel 1120261 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2015.1120261
Schlagwörter	Higher Education; Teaching Methods; Epistemology; Instructional Effectiveness; Educational Philosophy; Experiential Learning; Foreign Countries; Inquiry; Student Centered Learning; Self Determination; Praxis; Faculty Development; College Faculty; Australia + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Erkenntnistheorie; Unterrichtserfolg; Bildungsphilosophie; Erziehungsphilosophie; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Selbstbestimmung; Fakultät; Australien
Abstract	Tertiary education has been actively moving over the last two decades from the lecturer-centred to the student-centred approach, focusing more on "what the student does" rather than on "what the student is" or "what the teacher is". We, as academics, teacher educators, and teachers, do attend many workshops and seminars promoting student-centred learning. However, the question that arises is "are we prepared to truly develop from the conventional lecture-based learning, which is hard to eliminate, to the innovative student-centred learning, which may be hard to accept, adopt, and sustain?" The way we plan, organise and deliver knowledge might be mostly epistemological. However, there exists an ontological stance on how we perceive knowledge and on our belief--informed opinions--of "the most effective pedagogy" in organising and emphasising such knowledge. This paper will present a personal reflective study on the ontological-epistemological discourse that a novice academic experienced in first accepting the idea of a student-centred learning approach, implementing such strategy and in reflecting back on this experience. This study promotes a rethinking of our teaching and learning practice as an ontological and epistemological form of inquiry and generates insights which may be further extended and researched. This paper finally offers a reread of the Experiential Learning Cycle of the Praxis Inquiry, a model established and adopted by the College of Education, Victoria University, Melbourne. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01