Conceptualising an epistemically diverse curriculum for a course for academic developers
- Quinn, Lynn, Vorster, Jo-Anne
- Authors: Quinn, Lynn , Vorster, Jo-Anne
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66601 , vital:28970 , https://dx.doi.org/10.20853/30-6-717
- Description: Pre-print , In this conceptual article we use Luckett’s model for an epistemically diverse curriculum, Kitchener’s levels of cognition and Maton’s concepts of knowledge and knowers to analyse a curriculum of a postgraduate diploma in higher education specifically for academic developers. We describe three meta-level frameworks which we offer to our participants to make explicit the pedagogy of the course. Our main argument is that a course which prepares participants to practise in the complex contemporary higher education context requires them to engage with specific kinds of knowledge, ways of thinking and ways of being so that they can contribute towards addressing the numerous and vexing teaching and learning challenges in their institutional contexts. We argue that analyses such as these help to make explicit the organising principles of a curriculum to the curriculum designers themselves who are then able to use the insights to strengthen the design, pedagogy and assessment of their courses. Keywords: academic development, pedagogy.
- Full Text:
- Date Issued: 2016
- Authors: Quinn, Lynn , Vorster, Jo-Anne
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66601 , vital:28970 , https://dx.doi.org/10.20853/30-6-717
- Description: Pre-print , In this conceptual article we use Luckett’s model for an epistemically diverse curriculum, Kitchener’s levels of cognition and Maton’s concepts of knowledge and knowers to analyse a curriculum of a postgraduate diploma in higher education specifically for academic developers. We describe three meta-level frameworks which we offer to our participants to make explicit the pedagogy of the course. Our main argument is that a course which prepares participants to practise in the complex contemporary higher education context requires them to engage with specific kinds of knowledge, ways of thinking and ways of being so that they can contribute towards addressing the numerous and vexing teaching and learning challenges in their institutional contexts. We argue that analyses such as these help to make explicit the organising principles of a curriculum to the curriculum designers themselves who are then able to use the insights to strengthen the design, pedagogy and assessment of their courses. Keywords: academic development, pedagogy.
- Full Text:
- Date Issued: 2016
Why a contextual approach to professional development?
- Leibowitz, B L, Vorster, Jo-Anne, Ndebele, C
- Authors: Leibowitz, B L , Vorster, Jo-Anne , Ndebele, C
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/61288 , vital:28009 , https://journals.co.za/content/journal/10520/EJC-4ad93ec2a
- Description: One of the peculiarities of the literature on academic professional development with regard to teaching is its a-political nature. It pays insufficient attention to issues of equity, and to how privilege, geographical location, class and ethnicity influence the way that staff in higher education learn to teach. This is surprising, or paradoxical, given the strong world-wide concern for widening participation and student success in higher education. The approaches towards professional academic development have been dominated by literature from the global North, which does not take into account conditions in resource-constrained environments. We contend that literature from these Southern environments enrich the international body of literature. Thus there is a need for scholarly writing on learning to teach in higher education, which takes a specifically social, contextual and relational approach and which considers these within resource-rich as well as resource-constrained environments.
- Full Text:
- Date Issued: 2016
- Authors: Leibowitz, B L , Vorster, Jo-Anne , Ndebele, C
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/61288 , vital:28009 , https://journals.co.za/content/journal/10520/EJC-4ad93ec2a
- Description: One of the peculiarities of the literature on academic professional development with regard to teaching is its a-political nature. It pays insufficient attention to issues of equity, and to how privilege, geographical location, class and ethnicity influence the way that staff in higher education learn to teach. This is surprising, or paradoxical, given the strong world-wide concern for widening participation and student success in higher education. The approaches towards professional academic development have been dominated by literature from the global North, which does not take into account conditions in resource-constrained environments. We contend that literature from these Southern environments enrich the international body of literature. Thus there is a need for scholarly writing on learning to teach in higher education, which takes a specifically social, contextual and relational approach and which considers these within resource-rich as well as resource-constrained environments.
- Full Text:
- Date Issued: 2016
Why a contextual approach to professional development?
- Leibowitz, B L, Vorster, Jo-Anne, Ndebele, C
- Authors: Leibowitz, B L , Vorster, Jo-Anne , Ndebele, C
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/71141 , vital:29789 , https://doi.org/10.20853/30-6-714
- Description: One of the peculiarities of the literature on academic professional development with regard to teaching is its a-political nature. It pays insufficient attention to issues of equity, and to how privilege, geographical location, class and ethnicity influence the way that staff in higher education learn to teach. This is surprising, or paradoxical, given the strong world-wide concern for widening participation and student success in higher education. The approaches towards professional academic development have been dominated by literature from the global North, which does not take into account conditions in resource-constrained environments. We contend that literature from these Southern environments enrich the international body of literature. Thus there is a need for scholarly writing on learning to teach in higher education, which takes a specifically social, contextual and relational approach and which considers these within resource-rich as well as resource-constrained environments.
- Full Text:
- Date Issued: 2016
- Authors: Leibowitz, B L , Vorster, Jo-Anne , Ndebele, C
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/71141 , vital:29789 , https://doi.org/10.20853/30-6-714
- Description: One of the peculiarities of the literature on academic professional development with regard to teaching is its a-political nature. It pays insufficient attention to issues of equity, and to how privilege, geographical location, class and ethnicity influence the way that staff in higher education learn to teach. This is surprising, or paradoxical, given the strong world-wide concern for widening participation and student success in higher education. The approaches towards professional academic development have been dominated by literature from the global North, which does not take into account conditions in resource-constrained environments. We contend that literature from these Southern environments enrich the international body of literature. Thus there is a need for scholarly writing on learning to teach in higher education, which takes a specifically social, contextual and relational approach and which considers these within resource-rich as well as resource-constrained environments.
- Full Text:
- Date Issued: 2016
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