How do signature pedagogies get their signatures? The role of assessment and professional artefacts in preparing students for their professions

Esterhazy, Rachelle; Lange, Thomas de; Møystad, Anne

doi:10.1080/0969594x.2021.1902273

Cited by 6 publications

(12 citation statements)

References 23 publications

(37 reference statements)

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“…Signature pedagogies have been studied in different settings such as law, medicine, and design (Esterhazy et al, 2021) but there is limited attention in the Public Relations field. A signature pedagogy intends to support individuals "to think, to perform, and to act with integrity" (Shulman, 2005, p. 52).…”

Section: Role Of Signature Pedagogiesmentioning

confidence: 99%

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Recognising a signature pedagogy for public relations teaching and learning in the last twenty years

Kinnear

Roberts-Bowman

2023

CCIJ

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PurposeThis study attempts to identify the drivers for change in Public Relations education and what assumptions are made about professional practice. The authors suggest signature pedagogy has the potential to deepen our understanding of the teaching and learning of Public Relations and what this means as the Public Relations curriculum adapts. The paper has theoretical and practical value. It forefronts the concept of signature pedagogy as a fresh way to look at Public Relations teaching and learning that can be developed.Design/methodology/approachThis paper aims to explore the historical and contemporary context of teaching Public Relations within a university setting, how it has evolved and the assumptions that underpin it both nationally and internationally. Using a mixed methods approach, the paper investigates how the curriculum has changed since 2000, how it interacts with industry and how it reflects educational historical and contemporary frameworks. It also explores the assumptions on which Public Relations education was and is based and whether signature pedagogy is evidenced.FindingsThis study concludes that, from a signature pedagogy perspective, many current Public Relations curricula emphasise surface structures of learning. Deep structures, focusing on critical engagement and conceptual approaches to problem solving, are more variable, disconnected and contested. The data indicate the existence of an Anglo-American, skills-based approach to Public Relations knowledge, alongside international nuances around multi-culturalism. From a practical viewpoint, the paper contributes to how Public Relations programmes can be designed, taught and adapted in the future.Originality/valueThe paper evidences fully unique, primary research.

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Section: Role Of Signature Pedagogiesmentioning

confidence: 99%

“…Against these pedagogical debates, Shulman (2005) suggests that the professions warrant specific attention as “professionals need to be able to respond competently and efficiently to often irreversible and high-stakes work situations” (Esterhazy et al. , 2021, p. 135).…”

Section: Literature Reviewmentioning

confidence: 99%

Recognising a signature pedagogy for public relations teaching and learning in the last twenty years

Kinnear

Roberts-Bowman

2023

CCIJ

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“…A signature pedagogical approach to teaching health promotion to second‐year dentistry students was developed in 2016 6 . This approach was specifically designed to meet the learning needs of a traditionally “clinically focused” dentistry student cohort 3 .…”

Section: Signature Pedagogical Approachmentioning

confidence: 99%

“…A signature pedagogical approach to teaching health promotion to second‐year dentistry students was developed in 2016. 6 This approach was specifically designed to meet the learning needs of a traditionally “clinically focused” dentistry student cohort. 3 The subject's curriculum is guided by the ADC's health promotion competencies, 2 dental education pedagogy 3 and local, student‐led research focussing on contemporary health promotion topics such as “ factors influencing the incorporation of health promotion into dentistry practice ” and “ attitudes towards water fluoridation .”…”

Section: Signature Pedagogical Approachmentioning

confidence: 99%

Teaching health promotion competencies in undergraduate dentistry training: A unique pedagogical approach

Allen

O'Loughlin

Croker

2022

Health Prom J of Aust

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Issue Addressed: Using appropriate pedagogical approaches in undergraduate dentistry training is important to develop student's health promotion knowledge, and to shape their attitude towards using these competencies in future dentistry practice. This brief report documents the signature pedagogical approach developed for an undergraduate health science subject at James Cook University, to teach dentistry students health promotion competencies.Pedagogical Approach: The signature pedagogy involves three key approachesexperiential learning, cooperative learning and inquiry-based learning. Experiential learning "beyond the classroom" enables students to develop and deliver a school-based oral health promotion program. "Inside the classroom," role-plays encourage students to apply their health promotion skills to real-world dentistry scenarios. Cooperative learning techniques such as "think, pair, share" create a supportive environment for students to confidently exchange ideas; and inquiry-based learning engages students in thinking critically about health promotion strategies to address contemporary oral health challenges. These pedagogical approaches have developed student's understanding of the health promotion competencies required of a newly qualified dentist. Conclusion:Pedagogical approaches that engage dentistry students in experiential, cooperative and inquiry-based learning are important considerations for undergraduate teaching, to strengthen understanding of health promotion and to help shape student's attitude towards using these competencies in future dentistry practice.

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“…Assessment has been shown to be an area where professional artefacts can contribute to evaluating and forming professional knowledge, including its practical, epistemic, and moral dimensions (Esterhazy et al, 2021).…”

Section: Signature Pedagogiesmentioning

confidence: 99%

Deterring cheating using a complex assessment design: A case study

Bjelobaba

2021

The Literacy Trek

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Attempts to translate written examinations normally conducted in a lecture hall to an online environment during emergency remote learning in response to COVID-19 have not proved entirely successful, and have led to a sharp increase in cases of suspected misconduct. This paper describes a case study which gives insights on the relationship between assessment design and academic integrity: Is it possible to deter students from cheating by means of assessment design? Previous research does promote certain assessment types, but also indicates that there is no single assessment type that students think is impossible to cheat on. The solution proposed in this paper is therefore to add complexity to the mixture. An alternative complex assessment design comprising several steps is introduced and exemplified by an assessment procedure piloted in a grammar course for preservice language teachers in mother tongue tuition. The design promotes academic integrity, signature pedagogy, student-centred learning, and collaboration within a community of practice in an online setting.

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How do signature pedagogies get their signatures? The role of assessment and professional artefacts in preparing students for their professions

Cited by 6 publications

References 23 publications

Recognising a signature pedagogy for public relations teaching and learning in the last twenty years

Recognising a signature pedagogy for public relations teaching and learning in the last twenty years

Teaching health promotion competencies in undergraduate dentistry training: A unique pedagogical approach

Deterring cheating using a complex assessment design: A case study

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