Improving Pedagogy Through Action Learning and Scholarship of Teaching and Learning

Albers, Cheryl

doi:10.1177/0092055x0803600110

Cited by 29 publications

(19 citation statements)

References 12 publications

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“…This perspective emphasises that classrooms are social spaces (Halasz and Kaufman, 2008) where teaching and learning is a communal, shared experience among individuals and social realities are constructed through interaction (Albers, 2008). We have followed an approach similar to Friedman and Rosenberg (2007) in that we sought to use students' personal narratives and experiences to challenge ideas around processes of identity construction.…”

Section: Engaged Scholarshipmentioning

confidence: 99%

Service teaching and the sociological critique: Lessons from a military academy

Connor

McDermott

2013

Journal of Sociology

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The challenges facing sociological pedagogy are exacerbated by the contemporary university context of service teaching. While we are well equipped with the tools to analyse the broader social forces that impact on teaching practice, there appears to be a reluctance to apply our sociological imagination to these issues. Drawing on the Sociology of the College Classroom (SoCC) agenda, we use our experience in teaching sociology in a School of Business, located in a military academy, to illustrate ways in which the sociological imagination can be incorporated into service teaching spaces. We outline the praxistheory nexus used to inform students of sociological concepts via the utilisation of their own military experiences and an attempt to give students 'free rein' in the major course assessment, the Free Passion assignment. We demonstrate that it is possible to be sociologists of, and sociologists in, the service teaching classroom.

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Section: Engaged Scholarshipmentioning

confidence: 99%

Service teaching and the sociological critique: Lessons from a military academy

Connor

McDermott

2013

Journal of Sociology

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“…It can be used as a guide and frame for developing any teaching and learning enterprises. It aligns readily with action learning (Aubusson et al 2009;Albers 2008) and transformative pedagogy (Meyers 2008) and is underpinned by the principles of social constructivism (Twomey Fosnot 1996).…”

Section: Pedagogymentioning

confidence: 94%

Transformation of Traditional Face-to-Face Teaching to Mobile Teaching and Learning: Pedagogical Perspectives

Turbill

2015

Handbook of Mobile Teaching and Learning

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Teaching students in a face-to-face context has been and, in many institutions of education, still is the only form of teaching in higher education. However, in the past 20 years, there has been a slowly increasing movement toward transforming the higher education teaching and learning experience from face-to-face to a mobile online learning experience. For most teachers this move is quite a challenge and raises many issues and questions. These include questions such as: What mobile technologies are available to employ? What teaching practices are best to use? Will student learning outcomes be better or worse as a result? And for many the question asked is simply how can this be done? In this chapter a framework for designing and implementing "online" pedagogy is shared. This framework is underpinned by Turbill's (From a personal theory to a grounded theory in staff development. Unpublished doctoral dissertation, University of Wollongong, Wollongong, 1994; The role of a facilitator in a professional learning system: the frameworks project. In: Hoban G (ed) Teacher learning for educational change: a systems thinking approach. Open University Press, Buckingham, pp 94-114, 2002) integrative theory of learning and draws on Herrington and Bunker's (Quality teaching online: putting pedagogy first. In: Quality conversations, proceedings of the 25th HERDSA annual conference, Perth, 7-10 July 2002, pp 305-312) pedagogical guidelines. Both are unpacked and explained using a case study that provides the reader with a pedagogical perspective that is both doable and proven to be successful. AbstractTeaching students in a face-to-face context has been and, in many institutions of education, still is the only form of teaching in higher education. However, in the past 20 years, there has been a slowly increasing movement toward transforming the higher education teaching and learning experience from face-to-face to a mobile online learning experience. For most teachers this move is quite a challenge and raises many issues and questions. These include questions such as: What mobile technologies are available to employ?What teaching practices are best to use? Will student learning outcomes be better or worse as a result?And for many the question asked is simply how can this be done? In this chapter a framework for designing and implementing "online" pedagogy is shared. This framework is underpinned by Turbill's (From a personal theory to a grounded theory in staff development. Unpublished doctoral dissertation, University of Wollongong, Wollongong, 1994; The role of a facilitator in a professional learning system: the frameworks project. In: Hoban G (ed) Teacher learning for educational change: a systems thinking approach. Open University Press, Buckingham, pp 94-114, 2002) integrative theory of learning and draws on Herrington and Bunker's (Quality teaching online: putting pedagogy first. In: Quality conversations, proceedings of the 25th HERDSA annual conference, Perth, 7-10 July 2002, pp 305-312) pedagogical guideline...

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“…Often this requires teacher educators to "help people learn new ways of seeing a familiar world" which is "no easy task" (Diem & Helfenbein, 2008, p. xii). Albers (2008) clearly articulates the emotional impact of trialling teaching and learning strategies with students studying sociology. She describes the 'unintended' consequences of pedagogic innovations (p. 269) and how these can result in student resistance to what are perceived as challenges to the traditional student/teacher relationship.…”

Section: Literaturementioning

confidence: 99%

Untitled

2015

AJTE

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Improving Pedagogy Through Action Learning and Scholarship of Teaching and Learning

Cited by 29 publications

References 12 publications

Service teaching and the sociological critique: Lessons from a military academy

Service teaching and the sociological critique: Lessons from a military academy

Transformation of Traditional Face-to-Face Teaching to Mobile Teaching and Learning: Pedagogical Perspectives

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