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Agenda for tutorial group with passage on professional reflection in higher education teaching practice

Agenda for tutorial group with passage on professional reflection in higher education teaching practice

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Agenda for Tutorial Group Agenda for Tutorial Group Document Transcript

  • Postgraduate certificate in teaching in Higher Education P70406 Evaluating and Investigating your teaching in higher eduction Base group tutorial meeting 13 October 2010, 1330 – 1500, FH108 Agenda  Introductions and welcome  Wrapping up the first Activity, "Collaborative Annotated Bibliography" and the use of reference/citation management software  Reflective practice o professional, scholarly reflection  Introducing the second Activity "Base Group Position Papers" (Handbook page 22) o VLE Group discussion areas  Introducing the Sustained Inquiry (Handbook page 25) o Identify topics o Clarify nature of “inquiry”  Arranging teaching observations (Handbook page 14 & 25) Rhona => Frances => Greg => George => Rhona and half to Jude Books ❧lllllllll❧ll Professional Reflection The tradition of reflective practice and the reflective practitioners has its origins in the modernist, rationalist, practitioner-centred evaluative and self-evaluative perspective of educational pragmatism, founded on an idealist, social utilitarianism ultimately stretching to the Enlightenment and rise of industrial modernism (Dewey 1916; Dewey 1997; Garrison 2001; Emand & Fraser n.d.; R. Scollon & S. W. Scollon 2001; Pickles & Greenaway n.d.; Smith 2009; Kolb 1984) There are three key themes:  Enquiry-based learning (Berthiaume 2009, p.268)  Experiential learning (Fry et al. 2009, pp.15, 450)  Situated learning (Lave & Wenger 1990) Contemporary reflective practice is predominantly social: taking place in (usually small) groups. Reflective practice is important in several contemporary perspectives.  Social learning, which arises from Russian Constructivists (Vygotsky & Luria 1934; Leont'ev 1978),  Community (of Practice) Theory (Wenger 1998),  Network learning theory (Dutton 2007; Fox 2002; Goodyear et al. 2005; Siemens 2005b; Siemens 2005a),
  • Reflective practices themselves reflect a series of qualitative turns in the social sciences:  social linguistic (Lillis 2003)  discursive (Fairclough 2001; R. Scollon 2001; R. Scollon & S. W. Scollon 2001)  biographical (Chamberlayne et al. 2000),  critical, feminist, post colonial (Barnett 1997; Brookfield 2005; Brookfield 1995; Brookfield 2003; Freire 1970; Freire 1974; Haraway 1991; Dahlström & Liljeström 1983; Hanisch 2006; Bhabha 2004; English 2005),  affective (Clough 2007; Grattan 2007) Professional values: mirrors, lenses, perspectives? Brookfield’s 4 lenses (Brookfield 1995; Brookfield 2005; Brookfield 2003):  autobiography  learners  peers  literature Scholarship of teaching and learning Boyers model of scholarship (Nibert n.d.; Boyer 1997):  Discovery  Integration  Application  Teaching HEA Professional Standards Framework Value systems, such as The HEA Professional Standards Framework for teaching in higher education1, may influence the way that programmes and courses are designed, delivered, assessed and evaluated. The course asks that participants demonstrate understanding of and engagement with these professional values: 1. Respect for individual learners 2. Commitment to incorporating the process and outcomes of relevant research, scholarship and/or professional practice 3. Commitment to development of learning communities 4. Commitment to encouraging participation in higher education, acknowledging diversity and promoting equality of opportunity 5. Commitment to continuing professional development and evaluation of practice Instrumental and other-directed values Instrumental v. end-state values; self-directed v. other-directed values (see Rokeach 1973)  Compassion  Determination  Professionalism  Resourcefulness  Respect  Solidarity QCF Level descriptors M-level = Level 7: post graduate certificate, diploma and MSc  Ability to reformulate and use relevant methodologies and approaches to address problematic situations that involve many interacting factors  Taking responsibility for planning and developing courses of action underpinning substantial change  Critically analyse, interpret and evaluate complex information, concepts and theories as they apply to current developments that affect the areas of work or study (QAA n.d.; QAA n.d.; QAA n.d.; QCF n.d.) 1 HEA UK Professional standards framework: www.heacademy.ac.uk/ourwork/policy/framework
  • References Barnett, R., 1997. Higher education: a critical business, Buckingham, UK/Bristol, PA: The Society for Research into Higher Education & Open University Press. Berthiaume, D., 2009. Teaching in the disciplines. In H. Fry, S. Ketteridge, & S. Marshall, eds. A handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice. London and New York: Routledge. Bhabha, H., 2004. The Location of Culture, Abingdon: Routledge. Boyer, E.L., 1997. Scholarship Reconsidered: Priorities of the Professoriate, San Francisco: Jossey-Bass. Brookfield, S.D., 2003. A Critical Theory Perspective on Accelerated Learning. New Directions for Adult & Continuing Education, (97), 73. Available at: http://search.ebscohost.com/login.aspx? direct=true&db=a9h&AN=9299168&site=ehost-live. Brookfield, S.D., 1995. Becoming a Critically Reflective Teacher, San Francisco: Jossey-Bass Publlishers. Brookfield, S.D., 2005. The power of critical theory for adult learning and teaching, Maidenhead: Open University Press, McGraw Hill Education. Chamberlayne, P., Bornat, J.B. & Wengraf, T., 2000. The turn to biographical methods in social science : comparative issues and examples, London: Routledge. Clough, P.T. ed., 2007. The affective turn: theorising the social, Durham, NC and London: Duke University Press. Dahlström, E. & Liljeström, R., 1983. The Patriarchal Heritage and the Working-Class Women. Acta Sociologica (Taylor & Francis Ltd), 26(1), 3-20. Available at: http://search.ebscohost.com/login.aspx? direct=true&db=a9h&AN=6241844&site=ehost-live. Dewey, 1916. Democracy and education: an introduction to the philosophy of education, New York: Macmillan. Dewey, J., 1997. How we think (unabridged republication of the 1910 edition), Mineola, NY: Dover Publications. Dutton, W., 2007. Through the Network (of Networks): The Fifth Estate, Available at: http://webcast.oii.ox.ac.uk/?view=Webcast&ID=20071015_208. Emand, N.I. & Fraser, S., Educational Theory of John Dewey. New Foundations. Available at: http://www.newfoundations.com/GALLERY/Dewey.html [Accessed October 6, 2010]. English, L.M., 2005. Third-Space Practitioners: Women Educating for Justice in the Global South. Adult Education Quarterly, 55(2), 85-100. Available at: http://aeq.sagepub.com/cgi/content/abstract/55/2/85. Fairclough, N., 2001. Language and Power, second edition, Harlow: Pearson. Fox, S., 2002. Networks and communities: an actor-network critique of ideas on community and implications for networked learning. In Networked Learning 2002, proceedings of the 3rd international conference, Sheffield, 26 - 28 March 2002. Lancaster University and University of Sheffield, pp. 119-127. Freire, P., 1974. Education: the practice of freedom, Writers and Readers Publishing
  • Cooperative. Freire, P., 1970. The Pedagogy of the Oppressed, London: Penguin. Fry, H., Ketteridge, S. & Marshall, S., 2009. Understanding Student Learning. In H. Fry, S. Kettridge, & S. Marshall, eds. A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice. Routledge, pp. 8-26. Garrison, J., 2001. An Introduction to Dewey's Theory of Functional "Trans-Action": An Alternative Paradigm for Activity Theory. Mind, Culture & Activity, 8(4), 275-296. Available at: http://search.ebscohost.com/login.aspx? direct=true&db=a9h&AN=6677377&site=ehost-live. Goodyear, P. et al., 2005. Networked learning in higher education: Students' expectations and experiences. Higher Education, 50(3), 473-508. Available at: ://000231995600005. Grattan, A., 2007. Reflexive Modernisation, Existential Anxiety and Sense of Identity: An Exploration of ‘Perceived’ Identity in Crisis. The International Journal of Diversity in Organisations, Communities and Nations, 7(4), 93-102. Hanisch, C., 2006. The personal is political, Writings by Carol Hanisch, carolhanisch.org. Available at: http://carolhanisch.org/CHwritings/PIP.html [Accessed February 7, 2010]. Haraway, D., 1991. A Cyborg Manifesto: Science, Technology, and Socialist-Feminism in the Late Twentieth Century. In Simians, Cyborgs and Women: The Reinvention of Nature. New York: Routledge, pp. 149-181. Available at: http://www.stanford.edu/dept/HPS/Haraway/CyborgManifesto.html. Kolb, D., 1984. Experiential Learning: experience as the source of learning and development, New Jersey: Prentice-Hall. Lave, J. & Wenger, E., 1990. Situated Learning: Legitimate Peripheral Participation, Cambridge, UK: Cambridge University Press. Leont'ev, A.N., 1978. Activity, Consciousness, and Personality. Available at: http://www.marxists.org/archive/leontev/works/1978/intro.htm [Accessed September 27, 2009]. Lillis, 2003. Introduction: mapping the traditions of a social perspective on language and literacy. In S. Goodman et al., eds. Language, literacy and education: a reader. Stoke on Trent: Trentham Books, pp. xiii-xxii. Nibert, M., Boyer’s Model of Scholarship. Available at: http://www.pcrest.com/PC/FGB/test/2_5_1.htm [Accessed October 7, 2010]. Pickles, T. & Greenaway, R., Experiential learning articles + critiques of David Kolb's theory. The Active Reviewing Guide (Reproduced from LearningWire, a free digest from TrainingZone). Available at: http://www.reviewing.co.uk/research/experiential.learning.htm [Accessed September 28, 2009]. QAA, Master's level benchmark statements. Available at: http://www.qaa.ac.uk/academicinfrastructure/benchmark/masters/default.asp [Accessed June 22, 2010]. QAA, Programme specifications - introduction. Available at: http://www.qaa.ac.uk/academicinfrastructure/programSpec/guidelines06.asp [Accessed June 14, 2009].
  • QAA, Subject benchmark statements: Engineering. Available at: http://www.qaa.ac.uk/academicinfrastructure/benchmark/statements/Engineering06.a sp [Accessed June 22, 2010]. QCF, The Qualification and Credit Framework: an introduction for higher education institutions. Available at: [Accessed October 8, 2010]. Rokeach, M., 1973. The nature of human values, New York: The Free Press, a division of Macmillan. Scollon, R., 2001. Mediated discourse: the nexus of practice, London: Routledge. Scollon, R. & Scollon, S.W., 2001. Intercultural Communication: a Discourse Approach. Second Edition, Oxford: Blackwell. Siemens, G., 2005a. Connectivism: A Learning Theory for the Digital Age. Journal of Instructional Technology and Distance Learning, 2(1). Available at: http://www.itdl.org/ Journal/Jan_05/article01.htm. Siemens, G., 2005b. Describing “community”. elearnspace. Available at: http://www.elearnspace.org/blog/2005/04/04/describing-community/ [Accessed June 29, 2010]. Smith, M., 2009. Donald Schon (Schön) - learning, reflection and change. The encyclopedia of informal education. Available at: http://www.infed.org/thinkers/et-schon.htm [Accessed May 5, 2010]. Vygotsky, L. & Luria, A., 1934. Tool and symbol in child development. Source: The Vygotsky Reader, edited by Jaan Valsiner and Rene van der Veer. Available at: http://www.marxists.org/archive/vygotsky/works/1934/tool-symbol.htm [Accessed September 28, 2009]. Wenger, E., 1998. Communities of Practice: Learning, Meaning and Identity, Cambridge: Cambridge University Press.