Enhancing of teaching and learning through constructive alignment
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Date
2012
Authors
Dames, G. E.
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Theology, University of the Free State
Abstract
This article elucidates issues about practical knowledge/deep learning on the current
teaching and learning preaching practices in the Department of Practical Theology
at the Faculty of Theology of the University of the Free State. The action learning and
action research methodology is applied. Growing evidence indicates that there is
a disjunction between the level of student competencies and incongruent teaching
practices in the Faculty. Failure in the operationalization of both an interdisciplinary
and a constructive alignment approach is at the core of surface learning. It appears
that former and current students find it difficult to align their studies and to adapt
to an unfamiliar, diverse, pluralistic and complex postmodern society. We teach
content and assess students on the basis of what they know. The content does
not relate to students’ own experiences or the broader issues in society. We are
talking about a change that is deeper than surface alterations to the syllabus or
to classroom teaching techniques. We are considering a radically different way of
framing the ministry of preaching and of viewing the task of those who seek to learn
and to teach preaching.
Description
Keywords
Teaching and learning, Constructionist theory of learning and alignment in teaching, Action learning and action research, Preaching practice, Practical knowledge
Citation
Dames, G. E. (2012). Enhancing of teaching and learning through constructive alignment. Acta Theologica, 32(2), 35-53.