Our Pedagogical Epiphanies: Moments of Clarity in Our Teaching Practice That Created Windows for Change

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Management Education Pub Date : 2023-09-30 DOI:10.1177/10525629231203405
Jennifer L. Eury, Thomas F. Hawk
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Abstract

In this essay, we offer two personal narratives of how we innovated in our approaches to teaching and learning—our pedagogical epiphanies. The first narrative, triggered by the COVID-19 pandemic, focuses on innovating and moving from the use of a single learning process to the use of a portfolio of learning approaches that align with the learning objectives for the course. The second narrative, triggered by the instructor’s inner dissatisfaction with the level of student preparation and engagement, focuses on innovating and moving from the use of a different case each class session—a surface approach to learning—to the use of two cases for the entire semester and eventually just one—a deep approach to learning. We describe the temporal and experimental character of the caring and innovating relational processes in each narrative, the insights gained across the narratives, and the implications for pedagogical practices and pedagogical research in management education. We ground our narratives in the conceptual literatures on a process-relational ontological view of teaching and learning, pedagogical caring, and innovating. We conclude with our desire to encourage others to embrace their own pedagogical epiphanies.
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我们的教学顿悟:我们教学实践中的清晰时刻,为变革创造了窗口
在这篇文章中,我们提供了两个关于我们如何创新教学方法的个人叙述——我们的教学顿悟。由2019冠状病毒病大流行引发的第一种叙述侧重于创新,并从使用单一学习过程转向使用与课程学习目标相一致的组合学习方法。第二种叙述是由教师对学生的准备和参与水平的内心不满引发的,它侧重于创新,从每节课使用一个不同的案例——一种表面的学习方法——到整个学期使用两个案例,最终只使用一个案例——一种深入的学习方法。我们描述了每个叙述中关心和创新关系过程的时间和实验特征,在叙述中获得的见解,以及对管理教育教学实践和教学研究的影响。我们将概念性文献中的叙述建立在教学与学习、教学关怀和创新的过程关系本体论观点之上。最后,我们希望鼓励其他人拥抱他们自己的教学顿悟。
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来源期刊
Journal of Management Education
Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.10
自引率
14.30%
发文量
23
期刊介绍: The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.
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