Developing a theology capstone unit through the teaching and learning nexus

IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH Teaching Theology and Religion Pub Date : 2021-09-28 DOI:10.1111/teth.12590
B. Macallan
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Abstract

The challenge of integrating best practice for teaching and learning is perennial. Within an Australian context, despite increases in student satisfaction over the decades, challenges remain concerning student classroom engagement, peer collaboration and the value and use of technology. Within my own religious and theological university environment, I have sought to address some of these challenges in the development of a Doing Theology Capstone Unit. This paper outlines the key subject information of the unit, followed by five key areas that informed the development. It is argued that by taking seriously the teaching and learning nexus, requires paying attention to these five key areas. The discussion section of this paper, therefore, explores demographics and diversity, active learning, constructive alignment, assessment and technology. These five areas are explored in relation to the developed curriculum for the Doing Theology unit. It is argued that by paying attention to these areas we can enable greater student engagement and peer-to-peer participation.
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透过教与学的连结,发展神学顶点单元
整合最佳教学实践的挑战是长期存在的。在澳大利亚的背景下,尽管学生的满意度在过去的几十年里有所提高,但在学生的课堂参与、同伴合作以及技术的价值和使用方面仍然存在挑战。在我自己的宗教和神学大学环境中,我试图在神学顶点单元的发展中解决其中的一些挑战。本文概述了该单元的重点学科信息,其次是五个重点领域,告知发展。本文认为,认真对待教与学的关系,需要注意这五个关键领域。因此,本文的讨论部分探讨了人口统计学和多样性、主动学习、建设性结盟、评估和技术。这五个方面的探讨与开发的神学单元的课程。有人认为,通过关注这些领域,我们可以使更多的学生参与和点对点参与。
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来源期刊
CiteScore
0.80
自引率
0.00%
发文量
15
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