scholarly journals Scaffolding Critical Reflectivity in Graduate Students

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Stephanie Dodman ◽  
Nancy Holincheck ◽  
Becky Fox
Keyword(s):  
Graduate Students ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Ongoing Research ◽  
Faculty Positions ◽  
Core Courses ◽  
Instructional Changes ◽  
Sociopolitical Influences

This presentation details findings from a study in the Advanced Studies in Teaching and Learning (ASTL) program. We studied the development of critical reflectivity in our graduate students over the span of five courses. Critical reflection is the act of analyzing and challenging one's assumptions and predispositions. This act is often very difficult for students who have been socialized to consider their experiences at face value and not necessarily analyze the broader sociopolitical influences on, and consequences of, their actions and experiences (Brookfield, 1990). To foster critical reflection in students, ASTL's core courses actively engage students in formal inquiry. Faculty also explicitly teach students about critical reflection by introducing them to a three-tier model of inquiry that is continually returned to throughout their core coursework. We framed reflection as a tangible construct and a skill to be developed; this framing aided students in establishing critical reflection as a habit of mind. To examine the development of critical reflection, faculty collected and analyzed formal writings of students. While conducting the study, the analysis also drove instructional changes. This ongoing research by faculty positions critical reflection as an endeavor undertaken by all, not just students. By systematically analyzing students' reflective writings, faculty found themselves engaging in critical reflection about their own practice.

Strategically Using Information

2013 ◽  
Author(s):  
Kaushilya G. Weerapura
Keyword(s):  
Graduate Students ◽  
Information Science ◽  
Information Use ◽  
Ongoing Research ◽  
A Performance

Information use is an understudied area within information science thus strategies pertinent to using information remains understudied. However, research implicates strategically using information as a performance booster, especially within academic contexts. This paper reports on an ongoing research on information use strategies of graduate students as they attend to an identified academic task.L’utilisation et les stratégies pertinentes à l’utilisation de l’information demeurent un domaine sous-étudié en science de l’information. Cependant, la recherche implique l’utilisation stratégique de l’information comme stimulant du rendement, particulièrement en contexte scolaire. Cette communication porte sur une recherche en cours sur les stratégies d’utilisation de l’information des étudiants universitaires de 2e et 3e cycle lors d’une tâche scolaire prédéfinie. 

scholarly journals Humanization through Action Research as Methodology

2016 ◽  
Author(s):  
Jeffrey Radloff ◽  
Cole Joslyn ◽  
Brenda Capobianco
Keyword(s):  
Qualitative Research ◽  
Action Research ◽  
Graduate Students ◽  
Teaching Practices ◽  
Critical Reflection ◽  
Research Study ◽  
Effective Means ◽  
Teacher Educator ◽  
Self Awareness ◽  
Action Strategies

The purpose of this action research study was to critically examine the use of action research as a mechanism to enhance graduate students’ development as emerging qualitative researchers. Although action research has been recognized as an effective means of transforming teaching practices, studies examining its use among graduate students learning to become qualitative researchers are lacking. Participants profiled in this study include two graduate students and one teacher educator. The context of the study was a graduate level course on action research where all three participants identified starting points, employed distinct action strategies, engaged in sustained, critical reflection, and developed metaphors representing their living educational theories of their practice. Results from this study indicate that each participant gained a deeper self-awareness and understanding of enacting qualitative research and furthermore, recognized action research as a powerful humanizing agent.

Teaching Politics: Graduate Students as Tutors

Politics ◽  
2008 ◽  
Vol 28 (3) ◽  
pp. 207-214 ◽  
Author(s):  
Richard Hayton
Keyword(s):  
Graduate Students ◽  
Teaching And Learning ◽  
Teaching Assistants ◽  
Graduate Teaching Assistants ◽  
Training And Development ◽  
Graduate Teaching ◽  
Approach To Teaching ◽  
The Way

Seminars form a key part of undergraduate politics teaching in Britain, and Graduate Teaching Assistants (GTAs) are often at the forefront of this delivery. This article explores the attitudes and understandings of GTAs towards teaching and learning in the Department of Politics at Sheffield. Interviews were conducted with 16 GTAs, covering not only their approach to teaching and learning, but how this manifested itself, for example in the way they organise their seminars. Related issues such as the training and development of GTAs were also discussed. Based on these findings, some initial recommendations for training and mentoring of GTAs are offered in the conclusion.

Speculations on the post-pandemic university campus – a global inquiry

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jay Deshmukh
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Design Research ◽  
Research Study ◽  
Physical Space ◽  
Well Being ◽  
Virtual Classroom ◽  
Human Interaction ◽  
Ongoing Research ◽  
Content Type

PurposeThe pandemic-induced global shift to remote learning calls for rethinking the foundations of design for higher education. This watershed moment in global health and human interaction has accelerated changes in higher education that were long emergent and amplified specific deficiencies and strengths in pedagogical models, causing institutions to reevaluate current structures and operations of learning and campus life as they question their vision and purpose. Since physical space has largely been taken out of the equation of university life, it is evident that fresh design research related to this new normal is required.Design/methodology/approachThis qualitative research study speculates on new possibilities for the future of campus, based upon insights and inferences gained from one-on-one interviews with faculty and students in multiple countries about their personal experiences with the sudden shift to the virtual classroom. The longer the mode of physical distancing stretched through Spring 2020, these phone and web-enabled dialogues – first with faculty (teachers) and then with students (learners) – lead to a deeper, more nuanced understanding of how the notion of the campus for higher education was itself morphing in ways expected and unexpected.FindingsAt the heart of this study lies the question – Has COVID-19 killed the campus? This study suggests that it has not. However, campuses are now on a path of uneven evolution, and risk shedding the good with the extraneous without eyes-wide-open rethinking and responsive planning. This two-part qualitative analysis details the experiments and strategies followed by educators and students as the pandemic changed their ways of teaching and learning. It then speculates out-of-the-norm possibilities which campuses could explore as they navigate the uncertainty of future terms and address paradigm shifts questioning what defines a post-secondary education.Research limitations/implicationsThis paper draws inferences from discussions limited to the first 100 days of the pandemic. This on-the-ground aspect as the pandemic continues is its strength and its limitation. As Fall 2020 progresses across global campuses, new ideas and perspectives are already reinforcing or upending some of this paper's speculations. This researcher is already engaged in new, currently-ongoing research, following up with interviewees from Spring 2020, as well as bringing in new voices to delve deeper into the possibilities discussed in this paper. This follow-up research is shaping new thinking which is not reflected in this paper.Originality/valueDesign practitioners have long-shaped campuses on the belief that the built “environment is the third teacher” and that architecture fosters learning and shapes collective experience. Educators recognize that a multiplicity of formal and informal interactions occur frequently and naturally across campus, supporting cognitive and social development, collegiality and well-being. Even today's digital-native-students perceive the inherent value of real interpersonal engagement for meaningful experiences. This research study offers new planning and design perspectives as institutional responses to the pandemic continue to evolve, to discover how design can support what lies at the core of the campus experience.

Analysis of Efficiency and Effectiveness in the Implementation of the Flipped Classroom in the Context of Higher Education

2021 ◽  
pp. 244-261
Author(s):  
Sergio Francisco Sargo Ferreira Lopes ◽  
Luís Borges Gouveia ◽  
Pedro Reis
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Field Investigation ◽  
Educational Models ◽  
Face To Face ◽  
Efficiency And Effectiveness ◽  
E Learning ◽  
How People Learn

The study and investigation around educational models and teaching and learning methodologies is a theme that has long aroused the interest of the academic environment in higher education, both in the period before the advent of digital technology, as in current times in which technology is strongly embedded in the various teaching and learning processes, which involve classroom and distance-learning classes and courses, both in the context of e-learning and b-learning. Understanding how people learn and understand the themes presented in the classroom in face-to-face and e-learning is fundamental for planning and implementing processes that allow teachers to apply teaching and learning methodologies that can be efficient and effective. The main objective is to carry out a critical reflection on b-learning teaching, about the implementation of the teaching and learning methodology of the flipped classroom, one of the variants of b-learning teaching, supported by the results of a field investigation carried out with 152 students (n=152) of higher education.

The Critical Language Reflection Tool

2022 ◽  
pp. 203-220
Author(s):  
Jennifer Miyake-Trapp ◽  
Kevin M. Wong
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Critical Consciousness ◽  
Teacher Educators ◽  
World Englishes ◽  
Evidence Based ◽  
Teaching Standards ◽  
International Teaching ◽  
Contextual Awareness

Critical reflection is an integral part of the teaching and learning process that requires educators to reflect on their assumptions and practices to promote equity in their classrooms. While critical reflection practices and frameworks have been proposed in teacher education, a TESOL-specific tool that engages with the unique complexities of world Englishes has not been developed. The current chapter, thus, engages in critical praxis by providing an evidence-based, step-by-step reflection tool for TESOL educators to enact inquiry. The reflection tool is called the critical language reflection tool, which offers open-ended questions surrounding assumption analysis, contextual awareness, and reflection-based action. Moreover, it applies a critical lens to the TESOL international teaching standards to help TESOL educators and teacher educators foster critical consciousness in TESOL classroom contexts.

Online Strategies Enhancing Mathematics Teacher Knowledge for the Digital Age: Discourse and Critical Reflection

2019 ◽  
pp. 422-427
Author(s):  
Margaret L. Niess
Keyword(s):  
Teacher Knowledge ◽  
Online Community ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Technological Pedagogical Content Knowledge ◽  
Graduate Courses ◽  
Pedagogical Content ◽  
Online Strategies ◽  
Education Courses ◽  
Critical Reflections

This study designed online graduate courses to enrich inservice mathematics teachers’ Technological Pedagogical Content Knowledge (TPACK). The effort identified key experiences to engage teachers in discourse and critical reflections for relearning, rethinking, and redefining teaching and learning as they know and learned it, transforming their TPACK with respect to teaching with digital technologies. The experiences modeled inquiry tasks merging content, technology and pedagogy as described in TPACK, connecting teachers with experiences as students learning about and with technologies. Critical reflections on the experiences as learners and as teachers combined with the online community of learners’ discourse, transforming their teacher knowledge. The collection of strategies involving discourse and critical reflection did enhance the participants’ TPACK, providing recommendations for designing online inservice teacher education courses.

scholarly journals Teaching and Learning Research Literacies in Graduate Adult Education: Appreciative Inquiry into Practitioners' Ways of Writing

2013 ◽  
Vol 28 (1) ◽  
Author(s):  
Dorothy A. Lander
Keyword(s):  
Adult Education ◽  
Graduate Students ◽  
Participatory Research ◽  
Appreciative Inquiry ◽  
Teaching And Learning ◽  
Graduate Program ◽  
Policy Statement ◽  
Research Activity ◽  
Teaching And Learning Research ◽  
Learning Research

Graduate students in Canadian universities who conduct research with human subjects as part of the requirements for their degree must submit a research proposal to the University Research Ethics Board and receive approval on the basis of compliance with the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (1998). This reflexive account of teaching and learning research literacies is based on a participatory research activity that the author has used during graduate students' introduction to a research-based, self-directed graduate program in adult education delivered at a distance. For the purposes of this paper, "research literacies" refers to any research practices that culminate in the writing of a research thesis, taking into account the procedures for compliance with the Tri-Council Policy. The focus of the reflexive account is an experiential classroom innovation with multiple cohorts of graduate students (8-12 students each) in which the faculty advisor as the principal investigator involves the graduate students as research participants in appreciative inquiry into practitioners' ways of writing. This participatory research into practitioner and researcher literacies offers some implications for teaching and learning the ethics of representation throughout the research process up to and including publication.

Instructional Conversations

2008 ◽  
pp. 144-160 ◽  
Author(s):  
Lorraine Sherry ◽  
Shelley H. Billig
Keyword(s):  
Professional Practice ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Learning Goals ◽  
Instructional Conversations ◽  
Reflective Conversations

Instructional conversations lie at the heart of teaching and learning. Well designed instructional conversations stimulate deep thinking, promote critical reflection and metacognition, and help participants create meaning and leverage ideas to generate something new. This chapter defines instructional conversations and presents a taxonomy of five types, ranging from dialectic conversations to reflective conversations. Illustrations of each type of conversation are provided, along with a discussion of their function and ways to increase their effectiveness. The chapter ends with a set of suggestions for improving professional practice, and particularly for instructors who wish to become more intentional about reaching learning goals.

scholarly journals Developing multimodal communicative competence in emerging academic and professional genres

2020 ◽  
Vol 20 (1) ◽  
pp. 27-50
Author(s):  
Noelia Ruiz-Madrid ◽  
Julia Valeiras-Jurado
Keyword(s):  
Teaching And Learning ◽  
Multimodal Literacy ◽  
Pedagogical Approach ◽  
Ongoing Research ◽  
Academic Field ◽  
Analytical Skills ◽  
Multimodal Discourse ◽  
Genre Awareness ◽  
Salient Characteristic ◽  
Professional Genres

In this paper, we propose a pedagogical approach for teaching and learning multimodal literacy, specifically, the application of multimodal discourse analysis for genre awareness. The mastery of specific oral genres is seen as desirable to help students become competent professionals. This is the case of Product Pitches (PPs) in the business field and Research Pitches (RPs) in the academic field. The former are short presentations that introduce a product to the market, the latter constitute an emerging way of disseminating ongoing research to the general public. A salient characteristic of both is their multimodal nature, which has raised an increasing interest in multimodal approaches to genre pedagogy. Our aim is to develop students’ analytical skills to make them aware of the variety of semiotic modes and the importance of using them coherently. The pedagogical approach is facilitated by specialised software that supports the systematic teaching and learning of multimodal genres.

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