A pedagogy changer: transdisciplinary faculty self-study

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Date
2014
Authors
Samaras, Anastasia P.
Karczmarczyk, Diana
Smith, Lesley
Woodville, Louisa
Harmon, Laurie
Nasser, Ilham
Parsons, Seth
Smith, Toni
Borne, Kirk
Constantine, Lynne
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
In this article, I examine pedagogical understandings as captured through documented critical incidents of a transdisciplinary faculty self-study group which was designed and grounded in notions of sociocultural theory. I report from my lens as facilitatorparticipant- observer and from my work with eleven other participants in a threesemester research project in which we conducted individual self-studies of profesional practice as well as a meta-study of the collective. A diverse data set, which included exit interviews, mid-project and end-of-project exit slips, and individual narratives, served to triangulate and support themes of our exchanging of pedagogical activities, learning with critical friends, and re-imagining our pedagogies. The study suggests that, as universities work to improve student learning, they might consider providing creative studio spaces for self-study of professional practice so that faculty can exchange their talents in order to more deeply understand and experience pedagogical innovations.
Description
Keywords
Self-study of professional practice, Transdisciplinary, Faculty study groups, Pedagogy, Critical incidents, Transformative learning, Perspective-taking, Innovation
Citation
Samaras, A. P., Karczmarczyk, D., Smith, L., Woodville, L., Harmon, L., Nasser, I., ... & Mendoza, E. R. (2014). A pedagogy changer: transdisciplinary faculty self-study. Perspectives in Education: Self-study of educational practice: re-imagining our pedagogies, 32(2), 117-135.