Reflective practice qualitative, practitioner-centred, evaluative and self-evaluative perspective of educational pragmatism, founded in an idealist, enlightenment, social utilitarianism approaches are predominantly social: taking place in groups. practices reflect a broad series of qualitative turns in the social sciences
Value criteria Professional values Boyer’s four scholarships Brookfield’s four “Lenses” Professional values: HEA professional standards Instrumental, other-directed values QAA Level descriptors
Scholarship of teaching Boyer’s model of 4 scholarships (Nibertn.d.; Boyer 1997) Discovery Teaching Integration Application
Brookfield’s lenses Autobiography Students Peers/colleagues Literature
HEA Values Respect for individual learners Commitment to incorporating the process and outcomes of relevant research, scholarship and/or professional practice Commitment to development of learning communities Commitment to encouraging participation in higher education, acknowledging diversity and promoting equality of opportunity Commitment to continuing professional development and evaluation of practice
QCF Level descriptors Level 7 (paraphrase) 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.
Thank you George Roberts Senior Lecturer, Educational Development OCSLD Wheatley Campus Oxford Brookes University Oxford, OX33 1HX email@example.com http://www.google.com/profiles/georgebroberts