A pedagogy changer: transdisciplinary faculty self-study
| dc.contributor.author | Samaras, Anastasia P. | |
| dc.contributor.author | Karczmarczyk, Diana | |
| dc.contributor.author | Smith, Lesley | |
| dc.contributor.author | Woodville, Louisa | |
| dc.contributor.author | Harmon, Laurie | |
| dc.contributor.author | Nasser, Ilham | |
| dc.contributor.author | Parsons, Seth | |
| dc.contributor.author | Smith, Toni | |
| dc.contributor.author | Borne, Kirk | |
| dc.contributor.author | Constantine, Lynne | |
| dc.contributor.author | Mendoza, Ezperanza Roman | |
| dc.contributor.author | Suh, Jennifer | |
| dc.contributor.author | Swanson, Ryan | |
| dc.date.accessioned | 2016-07-21T06:44:02Z | |
| dc.date.available | 2016-07-21T06:44:02Z | |
| dc.date.issued | 2014 | |
| dc.description.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. | en_ZA |
| dc.description.version | Publisher's version | en_ZA |
| dc.identifier.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. | en_ZA |
| dc.identifier.issn | 0258-2236 (print) | |
| dc.identifier.issn | 2519-593X (online) | |
| dc.identifier.uri | http://hdl.handle.net/11660/3555 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | Faculty of Education, University of the Free State | en_ZA |
| dc.rights.holder | Faculty of Education, University of the Free State | en_ZA |
| dc.subject | Self-study of professional practice | en_ZA |
| dc.subject | Transdisciplinary | en_ZA |
| dc.subject | Faculty study groups | en_ZA |
| dc.subject | Pedagogy | en_ZA |
| dc.subject | Critical incidents | en_ZA |
| dc.subject | Transformative learning | en_ZA |
| dc.subject | Perspective-taking | en_ZA |
| dc.subject | Innovation | en_ZA |
| dc.title | A pedagogy changer: transdisciplinary faculty self-study | en_ZA |
| dc.type | Article | en_ZA |