Pedagogy for fostering criticality, reflectivity and praxis in a course on teaching for lecturers

Quinn, Lynn; Vorster, Jo-Anne

doi:10.1080/02602938.2015.1066756

Cited by 8 publications

(1 citation statement)

References 14 publications

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“…It thus necessarily involves a sound understanding of what is being taught, what will be taught, or what has been taught in order to enhance future engagements (Scanlan & Chernomas, 1997). Reflectivity calls for academics to be self-aware and confident in engaging with their teaching so as to be critical of their activities (Quin & Vorster, 2015).…”

Section: Reflectivity In Teaching and Learningmentioning

confidence: 99%

Advancing the Scholarship of Teaching and Learning using Learning Theories and Reflectivity

Shawa

2020

CEPSj

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The Scholarship of Teaching and Learning (SoTL) remains a mostly elusive notion. For universities to genuinely contribute to SoTL, they must delineate clear parameters of engagement. For example, while some engage SoTL at the academic level, others examine it from an institutional policy perspective. Others view it from national and international frameworks that impact teaching and learning in universities. Engaging SoTL at the academic level, this article uses a postgraduate diploma module, Higher Education Context and Policy (mostly attended by university academics from South African universities) to show how a facilitator could draw from learning theories and reflectivity to teach and advance SoTL. More specifically, it demonstrates how a facilitator could mediate the module utilising a social constructivist learning theory perspective.

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Section: Reflectivity In Teaching and Learningmentioning

confidence: 99%