A Pedagogy Changer: Transdisciplinary Faculty Self-Study

Autor/in	Samaras, Anastasia P.
Titel	A Pedagogy Changer: Transdisciplinary Faculty Self-Study
Quelle	In: Perspectives in Education, 32 (2014) 2, S.117-135 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Higher Education; College Faculty; College Instruction; Interdisciplinary Approach; Transformative Learning; Teacher Attitudes; Educational Innovation; Independent Study; Teacher Educators; Interprofessional Relationship; Critical Incidents Method; Virginia + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Hochschullehre; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Pädagogische Transformation; Lehrerverhalten; Instructional innovation; Bildungsinnovation; Selbststudium; Teacher education; Education; Lehrerausbildung; Lehrerbildung
Abstract	In this article, I examine pedagogical understandings as captured through documented critical incidents of a transdisciplinary faculty self-study group which was designed and grounded in notions of sociocultural theory. I report from my lens as facilitator-participant-observer and from my work with eleven other participants in a three-semester research project in which we conducted individual self-studies of professional practice as well as a meta-study of the collective. A diverse data set, which included exit interviews, mid-project and end-of-project exit slips, and individual narratives, served to triangulate and support themes of our exchanging of pedagogical activities, learning with critical friends, and re-imagining our pedagogies. The study suggests that, as universities work to improve student learning, they might consider providing creative studio spaces for self-study of professional practice so that faculty can exchange their talents in order to more deeply understand and experience pedagogical innovations. [This article was written with Diana Karczmarczyk, Lesley Smith, Louisa Woodville, Laurie Harmon, Ilham Nasser, Seth Parsons, Toni Smith, Kirk Borne, Lynne Constantine, Ezperanza Roman Mendoza, Jennifer Suh, and Ryan Swanson.] (As Provided).
Anmerkungen	Perspectives in Education. Faculty of Education, University of the Free State, Bloemfontein 9301, South Africa. Fax: +27-51-401-7044; e-mail: pie@ufs.ac.za; Web site: http://search.sabinet.co.za/pie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10