Literaturnachweis - Detailanzeige
| Autor/in | Mukeredzi, Tabitha Grace |
|---|---|
| Titel | Curriculum Framework Development as Space for Lecturer Professional Learning: A Teacher Educator's Self-Study |
| Quelle | In: Journal of Adult and Continuing Education, 25 (2019) 2, S.267-289 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1477-9714 |
| DOI | 10.1177/1477971419852745 |
| Schlagwörter | Curriculum Development; Faculty Development; College Faculty; Teacher Educators; Adult Educators; Foreign Countries; Reflection; Questioning Techniques; Professional Continuing Education; Teacher Education Programs; Workshops; Teacher Attitudes; Self Evaluation (Individuals); Self Efficacy; South Africa Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Fakultät; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Ausland; Befragungstechnik; Fragetechnik; Berufsfeldbezogener Unterricht; Weiterbildung; Lernwerkstatt; Schulung; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik |
| Abstract | The self-study investigates my professional learning during participation, coordination and facilitation of a Curriculum Framework development project for Advanced Diploma in Adult Education with adult education academics from 10 South African universities. The potential for reflective questions as a key reflection and professional learning resource is also examined. Data were drawn from: my recorded experiences as teacher, education advisor, teacher educator and adult educator; transcripts of personal reflections and observations during workshops; audio recordings of workshop engagement; reading adult education as text and transcripts of participants' responses to reflective questions. Content analysis revealed that use of reflective questions led to growth of my and participants' professional learning, growth in my professional thinking and a re-assessment of my new role as teacher educator in adult education. The study was vital for challenging my beliefs and assumptions about collaborative engagement of adult education academics in Curriculum Framework development. Reflective questions emerged as a vital tool for reflection and professional learning which can promote systematic critical reflection and, consequently, professional learning and growth. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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