A pedagogy changer: transdisciplinary faculty self-study
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Date
2014
Authors
Samaras, Anastasia P.
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. (2014). A pedagogy changer: Transdisciplinary faculty self-study. Perspectives in Education, 32(2), 117-135.