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dc.contributor.authorSamaras, Anastasia P.
dc.contributor.authorKarczmarczyk, Diana
dc.contributor.authorSmith, Lesley
dc.contributor.authorWoodville, Louisa
dc.contributor.authorHarmon, Laurie
dc.contributor.authorNasser, Ilham
dc.contributor.authorParsons, Seth
dc.contributor.authorSmith, Toni
dc.contributor.authorBorne, Kirk
dc.contributor.authorConstantine, Lynne
dc.contributor.authorMendoza, Ezperanza Roman
dc.contributor.authorSuh, Jennifer
dc.contributor.authorSwanson, Ryan
dc.date.accessioned2016-07-21T06:44:02Z
dc.date.available2016-07-21T06:44:02Z
dc.date.issued2014
dc.identifier.citationSamaras, 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.issn0258-2236 (print)
dc.identifier.issn2519-593X (online)
dc.identifier.urihttp://hdl.handle.net/11660/3555
dc.description.abstractIn 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.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.subjectSelf-study of professional practiceen_ZA
dc.subjectTransdisciplinaryen_ZA
dc.subjectFaculty study groupsen_ZA
dc.subjectPedagogyen_ZA
dc.subjectCritical incidentsen_ZA
dc.subjectTransformative learningen_ZA
dc.subjectPerspective-takingen_ZA
dc.subjectInnovationen_ZA
dc.titleA pedagogy changer: transdisciplinary faculty self-studyen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA


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