Empowering students: Pedagogy that benefits educators and learners

Broom, Catherine

doi:10.1177/2047173415597142

Cited by 44 publications

(30 citation statements)

References 14 publications

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“…There were elements of experiential learning through visits which aimed at helping students to develop empathy (Skolnick et al, 2004). The unit enhanced students’ motivation in learning and our research thus supplements exisiting literature about teaching an integrated teacher education course which includes strategies of inquiry, relationship- and community-building, problem or issue scenarios and discussions (Broom, 2015).…”

Section: Introductionsupporting

confidence: 59%

Teaching about and for social justice in teacher education in Hong Kong

Chong

Davies

Pao

2020

Citizenship, Social and Economics Education

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This paper analyses the learning impacts of a social justice learning unit, which was implemented through three lectures in each of two undergraduate teacher education courses in 2017/18 across two semesters. The design of the unit allows for social inquiry and experiential learning in the undergraduate curriculum. A sequential mixed-methods design was adopted, with pre and post questionnaire and interview data gathered from undergraduate students. We argue that learning and applying social justice concepts through group inquiry and other learning activities on social justice related issues, together with an experiential learning site visit, can facilitate the development of understanding of both the concept and application of social justice, a positive perception towards ethnic minorities and a desire for further learning and engagement in the community. This study would be useful for any university educators who want to teach about and for social justice in ways that may help students to develop an increased willingness for community service.

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Section: Introductionsupporting

confidence: 59%

Teaching about and for social justice in teacher education in Hong Kong

Chong

Davies

Pao

2020

Citizenship, Social and Economics Education

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“…However, it is worth planning such research because Broom (2015) and Bartolucci and Batini (2020) state that in seeking to balance students' individual growth and success with responsibility towards the group, there is a need for pedagogy to be oriented not towards collective but rather individual empowerment. Individual features and abilities to cope with such barriers were characteristic of the students in the current study.…”

Section: Discussionmentioning

confidence: 99%

Implementing UDL: Development of Purposeful and Motivated Students

Stasiūnaitienė

Navaitienė

2021

Inclusive Learning and Educational Equity

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The assurance of purposeful and motivated learning activities in educational practice has been explored for many years. The essence of purposeful learning, which combines the goals of both teachers and learners, is to focus the participants of the pedagogical process on positive pedagogical interactions and mutual progress. The learner receives a package of knowledge, skills, behaviour and values important for socialisation from the teacher, whereas the teacher ensures confirmation of the quality of their own activity through pedagogical interactions. This chapter presents the results of a study aiming to answer two research questions: (1) What qualities and abilities of a purposeful and motivated expert learner are developed by applying the universal design for learning (UDL) approach? (2) How do educational factors facilitate the development of a purposeful and motivated expert learner by applying the UDL approach? In answering these questions, the processes occurring in the context of Lithuanian education were studied.

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“…OER-enabled pedagogy gives students voice and has been shown to increase selfregulated behaviour (Werth & Williams, 2021b). Broom (2015) writes that open pedagogical course design provides learners with space to explore real-life problems and work collaboratively to find solutions. DeRosa and Robison (2017) note that using open pedagogy moves learning to a student-centred approach by shifting the concept of knowledge from something static to a socially-developed construct in which students may participate.…”

Section: Student Empowerment and Oer-enabled Pedagogymentioning

confidence: 99%

Learning to be open: instructor growth through open pedagogy

Werth

Williams

2021

Open Learning: The Journal of Open, Distance and e-Learning

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OER-enabled pedagogy, one form of open pedagogy, is gaining popularity as a method for increasing student engagement and motivation. Realising the potential of this approach, however, depends on faculty implementation and reducing resistance to change. This study explores the experience of instructors during their first and second courses when facilitating OER-enabled pedagogy. Specifically, the research sought to determine how their view of the approach and teaching practices changed between classes, and if this prescribed experience increased their likelihood of using OER-enabled pedagogy in other classes. Interviews with faculty suggest that when teaching OER-enabled pedagogy for the first time, there is a lack of understanding of the value of this approach impacting their perceived mentorship of students. By the second iteration, however, instructors recognise an evolution in their view of teaching generally as well as OER-enabled pedagogy more specifically. This growth increases the quality of interaction with students and fosters broader use of open practices.

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Empowering students: Pedagogy that benefits educators and learners

Cited by 44 publications

References 14 publications

Teaching about and for social justice in teacher education in Hong Kong

Teaching about and for social justice in teacher education in Hong Kong

Implementing UDL: Development of Purposeful and Motivated Students

Learning to be open: instructor growth through open pedagogy

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