scholarly journals Teaching together: Reflections on developing a collaborative approach to pedagogy within a tertiary teaching team

Teachers Work ◽  
2020 ◽  
Vol 17 (1and2) ◽  
pp. 4-9
Author(s):  
Hilary Dutton ◽  
Annelies Kamp ◽  
Christoph Teschers
Keyword(s):  
Social Action ◽  
Teaching And Learning ◽  
Collaborative Teaching ◽  
Collaborative Approach ◽  
Democratic Pedagogy ◽  
Select Group ◽  
Tertiary Teaching ◽  
Core Courses ◽  
Approach To Teaching ◽  
Teaching Team

In this reflection, we discuss our experience of engaging in collaborative teaching underpinned by principles of democratic pedagogy in a new bachelor degree aimed at leadership for social action. By collectively developing a common pedagogical framework for a select group of core courses within the degree, our intent was to provide a consistent and coherent approach to teaching and learning. Here, we share some of the opportunities and challenges that we experienced on our journey of teaching together, including questions regarding our responsibilities to one another as educators, and the complexities of practicing democratic pedagogy. 

Relationship Building in a Black Space: Partnering in Solidarity

2020 ◽  
Vol 52 (4) ◽  
pp. 432-455
Author(s):  
Davena Jackson
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Relationship Building ◽  
Collaborative Approach ◽  
Black Teacher ◽  
Teacher Researcher ◽  
Critical Autoethnography ◽  
Approach To Teaching ◽  
English Classroom ◽  
11Th Grade

Given the persistence of anti-Blackness, the author demonstrates what can happen when Blackness takes precedence over anti-Blackness in an 11th-grade English classroom. This study uses critical autoethnography to explore a collaborative approach to teaching and learning that sustains Blackness. The author uses storying to amplify the significance of relationship building between a Black teacher and a Black teacher-researcher. This research further provides tools for transforming classrooms into sites of hope, healing, and resistance in a time when Black lives matter more than ever. In closing, the author offers the framework of justice-oriented solidarity (JOS) and highlights the power of cocollaboration to create an antiracist learning environment that sustains Blackness.

scholarly journals Taking Responsibility for Academic Integrity: A collaborative teaching and learning design

2012 ◽  
Vol 9 (3) ◽  
pp. 6-17
Author(s):  
Julianne East ◽  
◽  
Lisa Donnelly ◽  
Keyword(s):  
Curriculum Reform ◽  
Academic Integrity ◽  
Teaching And Learning ◽  
Systematic Approach ◽  
Teaching Practice ◽  
Educational Opportunity ◽  
Collaborative Teaching ◽  
Design For Learning ◽  
Approach To Teaching ◽  
Good Teaching Practice

La Trobe University, like many Australian universities, states that it values honest academic endeavour (Academic Integrity Policy 2011), and it can provide examples of good teaching practice in the areas of academic integrity, proper acknowledgment and avoiding plagiarism. Rather than relying on the chance that individuals will just develop good practices, this university has recently taken a more systematic approach to teaching students and staff about academic integrity and providing resources to ensure a consistent message and application of acknowledgment conventions. This systematic approach was made possible through the University’s curriculum reform program, the Design for Learning. By positioning academic integrity and acknowledgment as issues of curriculum, La Trobe has created an educational opportunity and reduced the focus on punishment. Furthermore, the mandate to deliver academic integrity programmes to all commencing students and staff and to provide consistent guidelines supports the development of awareness that academic integrity is a whole of university responsibility – everybody’s responsibility. This paper reviews one university’s progress towards aligning academic integrity, with the intention to inform those who are interested in developing an integrated academic integrity education.

Enhancing the Effectiveness of Tertiary Teaching and Learning Through Assessment: A Review of the Literature

2007 ◽  
Author(s):  
Tom Cockburn ◽  
Jill Musgrave ◽  
Rosanne Matheson ◽  
David Mitchell ◽  
Pat Reid ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Review Of The Literature ◽  
Tertiary Teaching

Pressures of Managerialism and its Implications: Perspectives from the Centre and the Secondary School

1997 ◽  
Vol 41 (3) ◽  
pp. 276-288 ◽  
Author(s):  
Bridget M. Leggett
Keyword(s):  
School Improvement ◽  
Secondary School ◽  
Teaching And Learning ◽  
School Administration ◽  
Central Office ◽  
School Personnel ◽  
Key Concepts ◽  
Approach To Teaching ◽  
Secondary School Administration ◽  
Western Australian

CENTRALLY prescribed managerialist practices have become part of the assumed processes of secondary school administration. But the logic which linked the new practices for central office bureaucrats was absent in the understandings of teachers in Western Australian secondary schools in 1992. There were substantial differences in the meanings attributed to key concepts and the value ascribed to the required procedures. The implications of these differences are established in this paper, using insights from central office and school personnel. Particular attention is given to the three agendas of school improvement, accountability and participative decision making. The pressure to re-norm the management of schooling has been applied through a range of discursive practices including the use of language, the presumption of meaning and the enforcement of policy. Although claims have been made that these changes have resulted in a more professional approach to teaching and learning, questions remain as to their real impact.

ДІАЛОГІЧНИЙ ПІДХІД ДО ОРГАНІЗАЦІЇ НАВЧАЛЬНО-ВИХОВНОГО ПРОЦЕСУ

2012 ◽  
Vol 33 ◽  
Author(s):  
В. В. Морозов
Keyword(s):  
Secondary Schools ◽  
Learning Process ◽  
Teaching And Learning ◽  
Approach To Teaching

В статті розглядається діалогічний підхід до організації навчально-виховного процесу та його використання у практиці навчання середньої та вищої шкіл.Ключові слова: діалог, діалогічне навчання.The article deals with the diaglogical approach to teaching and learning process and its application at secondary schools and universities.Key words: dialogue, dialogical training.

scholarly journals The merits of teaching mathematics with variation

Pythagoras ◽  
2013 ◽  
Vol 34 (2) ◽  
Author(s):  
Michael Mhlolo
Keyword(s):  
South African ◽  
Learning Style ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Theory And Practice ◽  
Variation Patterns ◽  
Approach To Teaching ◽  
Theory Of Variation ◽  
Radical Shift ◽  
New Curricula

There is a general perception that the South African curriculum statements for mathematics create polarity between the ‘old’ and the ‘new’, which does not benefit both the teachers and the learners. The new curricula demand a radical shift from the traditional teacher-led approaches that teachers are familiar with, yet does not provide a model of what it might mean to teach for conceptual understanding. This article aims to provide such a model by examining the potential of teaching with variation, which is viewed as an important mathematics teaching and learning style. Proponents of the theory of variation claim that how teachers make available the object of learning to their students has been neglected yet it has a critical influence on learners’ learning. This is important for educators as they struggle to make sense of the seemingly contradictory requirements of the new curriculum. In this article a discernment unit comprising four variation patterns is used as a tool to analyse a seemingly rich teacher-led approach to teaching that was observed in one South African Grade 11 mathematics classroom. The results of the analysis and implications for theory and practice are then discussed.

Sign in / Sign up

Export Citation Format

Share Document