Promoting Pedagogy: The Development of a Teaching & Learning CoP in a Research-Focused Department.
In: Transformative Dialogues: Teaching & Learning Journal, Jg. 9 (2016-07-01), Heft 1, S. 1-9
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Zugriff:
Most faculty members at higher education institutions genuinely care about teaching (e.g., Beyer, Taylor, & Gillmore, 2013). However, it is no secret that most tenure-stream professors are incentivized to spend more time and effort on research-related endeavours than on teaching. A relatively new addition to the university landscape are teaching-stream faculty, who, by contrast, are explicitly encouraged to devote their time to investigating best pedagogical practices. Teaching-stream faculty are, therefore, highly likely to explore and implement new, innovative teaching methods, attend pedagogical workshops and conferences, and spend significant time reflecting upon their teaching practices (e.g., Vajoczki, Fenton, Menard & Pollon 2011). A teaching and learning community of practice (CoP) provides an avenue for teaching-stream faculty to share pedagogical information with all colleagues interested in teaching, in a timeefficient and informal manner. Here we share our experiences and offer some tips on initiating a teaching and learning CoP in a research-focused department. [ABSTRACT FROM AUTHOR]
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Promoting Pedagogy: The Development of a Teaching & Learning CoP in a Research-Focused Department.
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Autor/in / Beteiligte Person: | Wood, Suzanne ; Denton, Ashley Waggoner ; Dukewich, Kristie |
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Zeitschrift: | Transformative Dialogues: Teaching & Learning Journal, Jg. 9 (2016-07-01), Heft 1, S. 1-9 |
Veröffentlichung: | 2016 |
Medientyp: | academicJournal |
ISSN: | 1918-0853 (print) |
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