Initial Teacher Education (ITE) occurs in a predominantly analytic space, in common with most higher education provision. Creating and legitimising narrative learning community spaces would result in the foregrounding of professional identity formation across the ITE curriculum. The resulting systematic attention to the impact of teacher identity on professional practice will develop teachers who are more resilient and better able to negotiate the theory-to-practice shifts required of classroom-ready teachers (Johnson, Down, Le Cornu, Peters, Sullivan, Pearce & Hunter, 2010; Hooley, 2007). I present this case for narrative pedagogies by offering two stories from my own journey of increasing commitment to narrative pedagogies. Each story is paired with a preservice teacher narrative from a significant stage in their identity development. And each pair is followed by an analytic interlude that frames the accounts in the literature on narrative ways of knowing and professional identity development. I contend that three things need to occur to establish effective and sustainable narrative learning community spaces. First, teacher educators need to embrace the use of narrative ways of knowing in our pedagogical practice. Second, we need to recognise the embodied complexity of the teaching context, and how narrative can be used to develop preservice teachers’ capacity to navigate these ‘swampy lowlands’ of practice (Schon, 1983, p. 42). Third, we need to teach the skills of narrative writing and interpretation across the ITE curriculum to equip preservice teachers to negotiate their teacher identity and become resilient and creative practitioners. In presenting this series of vignettes about storying in teacher learning, I intend to offer new insights and raise new questions about how narrative can respond to the current needs of initial teacher education (Teacher Education Ministerial Advisory Group, 2014; Sellars, 2014).
{"title":"Becoming Stories : Creating narrative spaces in initial teacher education","authors":"Al Strangeways","doi":"10.18793/LCJ2015.18.07","DOIUrl":"https://doi.org/10.18793/LCJ2015.18.07","url":null,"abstract":"Initial Teacher Education (ITE) occurs in a predominantly analytic space, in common with most higher education provision. Creating and legitimising narrative learning community spaces would result in the foregrounding of professional identity formation across the ITE curriculum. The resulting systematic attention to the impact of teacher identity on professional practice will develop teachers who are more resilient and better able to negotiate the theory-to-practice shifts required of classroom-ready teachers (Johnson, Down, Le Cornu, Peters, Sullivan, Pearce & Hunter, 2010; Hooley, 2007). I present this case for narrative pedagogies by offering two stories from my own journey of increasing commitment to narrative pedagogies. Each story is paired with a preservice teacher narrative from a significant stage in their identity development. And each pair is followed by an analytic interlude that frames the accounts in the literature on narrative ways of knowing and professional identity development. I contend that three things need to occur to establish effective and sustainable narrative learning community spaces. First, teacher educators need to embrace the use of narrative ways of knowing in our pedagogical practice. Second, we need to recognise the embodied complexity of the teaching context, and how narrative can be used to develop preservice teachers’ capacity to navigate these ‘swampy lowlands’ of practice (Schon, 1983, p. 42). Third, we need to teach the skills of narrative writing and interpretation across the ITE curriculum to equip preservice teachers to negotiate their teacher identity and become resilient and creative practitioners. In presenting this series of vignettes about storying in teacher learning, I intend to offer new insights and raise new questions about how narrative can respond to the current needs of initial teacher education (Teacher Education Ministerial Advisory Group, 2014; Sellars, 2014).","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89727870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Blue House(s)","authors":"M. Campbell","doi":"10.18793/LCJ2015.15.08","DOIUrl":"https://doi.org/10.18793/LCJ2015.15.08","url":null,"abstract":"","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83201810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article presents my professional reflections about what I am learning as a team member of two large units in the Graduate Diploma of Teaching and Learning. Critical personal reflection and narrative analysis are used to explore my professional learning journey, particularly in relation to my ‘primary colleague’, the most experienced team member. This narrative critically reflects on tensions between my developing understandings about learning and teaching in higher education and how learning best takes place. The literature supports learning and teaching approaches that disrupt the status quo, foster complexity and cultivate true collaboration and transdisciplinarity. Guiding my reflections is how I have been helped by my primary colleague and, in turn, how I may be able to help others towards more collaborative, reflective and transdisciplinary workplace practices in spite of working within isolating course parameters. How can we each make space (physical, virtual, collegial, temporal and mental) to engage in collaborative workplace practices that turn the focus of teacher education more towards complex, transformative learning? Collaborative work is time-consuming and, in my experience, thoroughly effective and deeply satisfying. Collegial dialogue within my team has occurred in the complex context of improving the learning of our students and has included such wide-ranging topics as: philosophies of learning, effective pedagogies, environmental sustainability, the scholarship of learning and teaching, political and industrial issues, and transformations to teacher education and schooling. These conversations deepen what I am able to bring to my students’ learning and create synergies between professional reflections and student learning processes that inform each other.
{"title":"Critical personal reflections on professional development within a complex learning environment","authors":"D. Prescott","doi":"10.18793/LCJ2015.18.03","DOIUrl":"https://doi.org/10.18793/LCJ2015.18.03","url":null,"abstract":"This article presents my professional reflections about what I am learning as a team member of two large units in the Graduate Diploma of Teaching and Learning. Critical personal reflection and narrative analysis are used to explore my professional learning journey, particularly in relation to my ‘primary colleague’, the most experienced team member. This narrative critically reflects on tensions between my developing understandings about learning and teaching in higher education and how learning best takes place. The literature supports learning and teaching approaches that disrupt the status quo, foster complexity and cultivate true collaboration and transdisciplinarity. Guiding my reflections is how I have been helped by my primary colleague and, in turn, how I may be able to help others towards more collaborative, reflective and transdisciplinary workplace practices in spite of working within isolating course parameters. How can we each make space (physical, virtual, collegial, temporal and mental) to engage in collaborative workplace practices that turn the focus of teacher education more towards complex, transformative learning? Collaborative work is time-consuming and, in my experience, thoroughly effective and deeply satisfying. Collegial dialogue within my team has occurred in the complex context of improving the learning of our students and has included such wide-ranging topics as: philosophies of learning, effective pedagogies, environmental sustainability, the scholarship of learning and teaching, political and industrial issues, and transformations to teacher education and schooling. These conversations deepen what I am able to bring to my students’ learning and create synergies between professional reflections and student learning processes that inform each other.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86658614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents an effort to think about ‘heat stress’ as multiple objects of governance. In seeking to analyse this ‘object’ we draw on Foucault’s account of ‘problematization’ (1985, 2009). Accordingly, heat stress is not understood as a mere description of an aspect of reality, but instead emerges as an object of knowledge from particular practices in particular times and places which draw together certain elements (Laclau & Mouffe, 2001; Oppermann, 2013) such as concepts, measures and rules: Problematization doesn’t mean the representation of a pre-existent object, nor the creation through discourse of an object that doesn’t exist. It denotes the set of discursive or non-discursive practices that makes something enter the play of the true and false and constitutes it as an object for thought. (Foucault, as cited in Flynn, 2005, pp.26-7). Problematized in a particular way, the object becomes ‘governable’. In analysing problematizations as producing a particular objects of governance, we consider four analytical questions: what is made visible, how is it known, how is it intervened in, and what subject(ivities) are produced (Dean, 2010)? That is, why are certain elements considered to be significant and problematic, how are these things understood and communicated, and what techniques and practices seek to manage these things to produce an idealised outcome, population or subjectivity? Because problematizations thus produce the social world as well as ‘represent’ it, problematizations are inherently political. To trace the problematization heat stress as an object of knowledge and governance, we present extracts from a conversation between the authors, which explored the investigations and interventions of Dr Matt Brearley, an exercise scientist addressing heat stress. Re-telling some of Matt’s experiences in trying to ‘understand’ heat stress brings into focus the contingency through which problematizations emerge. These stories also highlight how objects of governance are not necessarily singular, but can change over time and can be multiple (Mol, 2002). We notice in our conversation the ruptures of a singular heat stress that prompt its emergence as multiple objects, and the work that Matt finds himself doing to (re) problematize heat stress as a local object of knowledge and governance in different places and times. Having journeyed through these multiple objects produced by different problematizations of ‘heat stress’, we then raise questions about how these objects of governance may come to relate as they participate in an emerging northern Australian governmentality centred on labour-intensive development.
{"title":"Emotional Athletes, Brainy Workers and other Hot New Developments: Multiple (re)problematizations of Heat Stress as an object of governance in northern Australia","authors":"E. Oppermann, Michael Spencer, M. Brearley","doi":"10.18793/LCJ2015.15.06","DOIUrl":"https://doi.org/10.18793/LCJ2015.15.06","url":null,"abstract":"This paper presents an effort to think about ‘heat stress’ as multiple objects of governance. In seeking to analyse this ‘object’ we draw on Foucault’s account of ‘problematization’ (1985, 2009). Accordingly, heat stress is not understood as a mere description of an aspect of reality, but instead emerges as an object of knowledge from particular practices in particular times and places which draw together certain elements (Laclau & Mouffe, 2001; Oppermann, 2013) such as concepts, measures and rules: Problematization doesn’t mean the representation of a pre-existent object, nor the creation through discourse of an object that doesn’t exist. It denotes the set of discursive or non-discursive practices that makes something enter the play of the true and false and constitutes it as an object for thought. (Foucault, as cited in Flynn, 2005, pp.26-7). Problematized in a particular way, the object becomes ‘governable’. In analysing problematizations as producing a particular objects of governance, we consider four analytical questions: what is made visible, how is it known, how is it intervened in, and what subject(ivities) are produced (Dean, 2010)? That is, why are certain elements considered to be significant and problematic, how are these things understood and communicated, and what techniques and practices seek to manage these things to produce an idealised outcome, population or subjectivity? Because problematizations thus produce the social world as well as ‘represent’ it, problematizations are inherently political. To trace the problematization heat stress as an object of knowledge and governance, we present extracts from a conversation between the authors, which explored the investigations and interventions of Dr Matt Brearley, an exercise scientist addressing heat stress. Re-telling some of Matt’s experiences in trying to ‘understand’ heat stress brings into focus the contingency through which problematizations emerge. These stories also highlight how objects of governance are not necessarily singular, but can change over time and can be multiple (Mol, 2002). We notice in our conversation the ruptures of a singular heat stress that prompt its emergence as multiple objects, and the work that Matt finds himself doing to (re) problematize heat stress as a local object of knowledge and governance in different places and times. Having journeyed through these multiple objects produced by different problematizations of ‘heat stress’, we then raise questions about how these objects of governance may come to relate as they participate in an emerging northern Australian governmentality centred on labour-intensive development.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79534399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
University teaching academics who want to better understand and develop their teaching for improved student learning can often benefit from experiences in a completely different culture and setting. When university academics travel to another country and participate in teaching there they are often confronted with challenges to their assumptions and approaches to teaching. This paper explores through a narrative enquiry approach the cross-cultural experiences of two university lecturers; one from China and one from Australia. Through their stories here and their reflections on these and reflection on literature they examine their beliefs and practices, and through this try to better understand the assumptions that they hold and how to challenge these in order to be better teachers. The paper provides some other insights into teaching and learning practices within Australia and within China and in particular how the significant changes of higher education in China are both having impact on teachers and learners and are requiring changes of both teaching and learning approaches, Finally, in sharing these experiences the authors provide an opportunity for the reader to similarly engage in processes of personal reflection, and they open up the possibility for other dialogues in this Learning community.
{"title":"Reflections on university teaching in China: A personal narrative inquiry","authors":"Shuling Li, G. Shaw","doi":"10.18793/LCJ2015.18.02","DOIUrl":"https://doi.org/10.18793/LCJ2015.18.02","url":null,"abstract":"University teaching academics who want to better understand and develop their teaching for improved student learning can often benefit from experiences in a completely different culture and setting. When university academics travel to another country and participate in teaching there they are often confronted with challenges to their assumptions and approaches to teaching. This paper explores through a narrative enquiry approach the cross-cultural experiences of two university lecturers; one from China and one from Australia. Through their stories here and their reflections on these and reflection on literature they examine their beliefs and practices, and through this try to better understand the assumptions that they hold and how to challenge these in order to be better teachers. The paper provides some other insights into teaching and learning practices within Australia and within China and in particular how the significant changes of higher education in China are both having impact on teachers and learners and are requiring changes of both teaching and learning approaches, Finally, in sharing these experiences the authors provide an opportunity for the reader to similarly engage in processes of personal reflection, and they open up the possibility for other dialogues in this Learning community.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91053402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
• Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim.
{"title":"Beyond Bradley and Behrendt: Building a stronger evidence-base about Indigenous pathways and transitions into higher education","authors":"J. Frawley, James A. Smith, S. Larkin","doi":"10.18793/LCJ2015.17.01","DOIUrl":"https://doi.org/10.18793/LCJ2015.17.01","url":null,"abstract":"• Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84014879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A look at the research done so far on sign languages shows a focus on the so-called primary sign languages, i.e. sign languages that are acquired by Deaf people as their first language. There is a substantial amount of studies on sign languages around the world, e.g. AUSLAN in Australia, Deutsche Gebardensprache (DGS) (German Sign Language) in Germany, and American Sign Language in the States. More recently we note a diversification in sign language research, with an increase in sign languages other than the ones found in Western countries. We have studies on Jamaican Sign Language (Cumberbatch 2012), Mauritian Sign Language, (Gebert and Adone 2006, Adone 2012), Bhan Khor Sign Language (Nonaka 2012), Kata Kolok (de Vos 2012), Desa Kolok (Marsaja, 2015) among others. In spite of some effort to diversify the field, still very little is known on alternate sign languages. As these sign languages are underrepresented and under-documented in the field, we aim at providing some insights into these languages. This paper is organized as follows. In section two we attempt at distinguishing the various types of sign languages. In section three we give an overview of the sign languages in Arnhem Land as reported in the past and present. Section four describes the sociolinguistic contexts in which these alternate sign languages are used. Section five discusses some linguistic features shared by these alternate systems. Section six provides a brief conclusion and some thoughts for future research.
看一看迄今为止对手语所做的研究，就会发现人们关注的是所谓的初级手语，即聋人作为第一语言习得的手语。世界上有大量的手语研究，如澳大利亚的AUSLAN，德国的Deutsche gebardenspachhe (DGS)(德国手语)和美国的美国手语。最近，我们注意到手语研究的多样化，除了西方国家的手语之外，手语的研究也在增加。我们对牙买加手语(Cumberbatch 2012)，毛里求斯手语(Gebert and Adone 2006, Adone 2012)， Bhan Khor手语(Nonaka 2012)， Kata Kolok (de Vos 2012)， Desa Kolok (Marsaja, 2015)等进行了研究。尽管人们努力使这一领域多样化，但对替代手语的了解仍然很少。由于这些手语在该领域的代表性和文献记录不足，我们的目标是提供一些关于这些语言的见解。本文组织如下。在第二节中，我们试图区分各种类型的手语。在第三节中，我们概述了过去和现在在阿纳姆地报道的手语。第四节描述了使用这些替代手语的社会语言学背景。第五节讨论了这些替代系统共有的一些语言特征。第六部分是本文的简要结论和对未来研究的思考。
{"title":"The Sociolinguistics of Alternate Sign Languages of Arnhem Land","authors":"M. C. D. Adone, E. Maypilama","doi":"10.18793/LCJ2015.16.02","DOIUrl":"https://doi.org/10.18793/LCJ2015.16.02","url":null,"abstract":"A look at the research done so far on sign languages shows a focus on the so-called primary sign languages, i.e. sign languages that are acquired by Deaf people as their first language. There is a substantial amount of studies on sign languages around the world, e.g. AUSLAN in Australia, Deutsche Gebardensprache (DGS) (German Sign Language) in Germany, and American Sign Language in the States. More recently we note a diversification in sign language research, with an increase in sign languages other than the ones found in Western countries. We have studies on Jamaican Sign Language (Cumberbatch 2012), Mauritian Sign Language, (Gebert and Adone 2006, Adone 2012), Bhan Khor Sign Language (Nonaka 2012), Kata Kolok (de Vos 2012), Desa Kolok (Marsaja, 2015) among others. In spite of some effort to diversify the field, still very little is known on alternate sign languages. As these sign languages are underrepresented and under-documented in the field, we aim at providing some insights into these languages. This paper is organized as follows. In section two we attempt at distinguishing the various types of sign languages. In section three we give an overview of the sign languages in Arnhem Land as reported in the past and present. Section four describes the sociolinguistic contexts in which these alternate sign languages are used. Section five discusses some linguistic features shared by these alternate systems. Section six provides a brief conclusion and some thoughts for future research.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83581005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Pedagogy-Space-Technology (PST) Framework (Radcliffe, 2009) is a framework that has been used to guide the creation of new and modern teaching spaces. This paper highlights the journey of an Innovation@CDU Grant Project which uses the PST Framework to build an online moot court which is able to ensure that both internal students on campus and external students online are able to moot effectively. The project uses Blackboard Collaborate™ and the PST Framework. The technology has been implemented in Charles Darwin University (CDU) to create the new teaching spaces in CDU. The same technology in the new teaching spaces is then used to build an online moot court. The paper explains the PST Framework and discusses how the framework has been used and applied to further innovations such as an online moot court. It also explains the project’s journey and the challenges and successes of the project. The research also includes the experiences and observations of the author who is the Project Leader of the Innovation@CDU Grant Project.
{"title":"Innovating with Pedagogy-Space-Technology (PST) Framework: The Online Moot Court","authors":"Jenny Ng","doi":"10.18793/LCJ2015.18.06","DOIUrl":"https://doi.org/10.18793/LCJ2015.18.06","url":null,"abstract":"The Pedagogy-Space-Technology (PST) Framework (Radcliffe, 2009) is a framework that has been used to guide the creation of new and modern teaching spaces. This paper highlights the journey of an Innovation@CDU Grant Project which uses the PST Framework to build an online moot court which is able to ensure that both internal students on campus and external students online are able to moot effectively. The project uses Blackboard Collaborate™ and the PST Framework. The technology has been implemented in Charles Darwin University (CDU) to create the new teaching spaces in CDU. The same technology in the new teaching spaces is then used to build an online moot court. The paper explains the PST Framework and discusses how the framework has been used and applied to further innovations such as an online moot court. It also explains the project’s journey and the challenges and successes of the project. The research also includes the experiences and observations of the author who is the Project Leader of the Innovation@CDU Grant Project.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83481515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The scholarship of teaching and learning (SoTL) is now recognised as an important part of a university academic’s teaching work. This recognition has emerged during a period of significant change over the last 10 to 15 years in which universities have opened up to be more inclusive and today a much higher percentage of people undertake a university education than was the case in the past. Along with changes in the funding of universities, students and governments are expecting better learning outcomes, better learning experiences and better value for money courses. University teaching academics also are now more concerned about the quality teaching and learning and how it is appraised. The engagement in the scholarship of teaching and learning by academics not only provides opportunities for improved learning outcomes from a university experience, but also provides opportunities for academics to engage in scholarship and research of their practice.
{"title":"Editorial: narrative inquiry and critical professional reflection","authors":"G. Shaw, Jon Mason","doi":"10.18793/LCJ2015.18.01","DOIUrl":"https://doi.org/10.18793/LCJ2015.18.01","url":null,"abstract":"The scholarship of teaching and learning (SoTL) is now recognised as an important part of a university academic’s teaching work. This recognition has emerged during a period of significant change over the last 10 to 15 years in which universities have opened up to be more inclusive and today a much higher percentage of people undertake a university education than was the case in the past. Along with changes in the funding of universities, students and governments are expecting better learning outcomes, better learning experiences and better value for money courses. University teaching academics also are now more concerned about the quality teaching and learning and how it is appraised. The engagement in the scholarship of teaching and learning by academics not only provides opportunities for improved learning outcomes from a university experience, but also provides opportunities for academics to engage in scholarship and research of their practice.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90615061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Boris Problematizes Quality Assurance","authors":"H. Hazard","doi":"10.18793/LCJ2015.15.04","DOIUrl":"https://doi.org/10.18793/LCJ2015.15.04","url":null,"abstract":"","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75186021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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