Literaturnachweis - Detailanzeige
| Autor/in | Concannon-Gibney, Tara |
|---|---|
| Titel | Moving beyond the Transmission of Knowledge in the Lecture Hall: A Self Study |
| Quelle | In: Professional Development in Education, 49 (2023) 5, S.871-883 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Concannon-Gibney, Tara) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1941-5257 |
| DOI | 10.1080/19415257.2021.1876152 |
| Schlagwörter | Teacher Educators; Professional Education; Faculty Development; Independent Study; Reflection; Prior Learning; Universities; Lecture Method |
| Abstract | In this paper, a teacher educator discusses her experience of professional learning through self-study. The author found the transition between being a classroom teacher and teacher educator challenging, as has been noted in recent literature. Thus, she decided to embark on a self-study, which was focused on the enhancement of her teaching so that she was not merely transmitting knowledge to her students about the teaching of literacy. Data was gathered using a range of qualitative methods including reflective journals, peer observations, and student focus groups. Themes emerged from the data relating to the importance of activating prior knowledge in learning, the necessity of creating dynamic lecturing spaces and the need to share learning while learning in a university lecture hall. As a self-study, this paper is highly contextual but is intended to provide valuable insights into teaching and learning in higher education. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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