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Pedagogic Frailty and Resilience in the University /
Pedagogic Frailty and Resilience in the University presents a theoretical model and a practical tool to support the professional development of reflective university teachers. It can be used to highlight links to key issues in higher education. Pedagogic frailty exists where the quality of interacti...
| Clasificación: | Libro Electrónico |
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| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Rotterdam :
SensePublishers,
2017.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- TABLE OF CONTENTS; FOREWORD; REFERENCES; 1. MAPPING THE TERRAIN OF PEDAGOGIC FRAILTY; INTRODUCTION; CHARTING TERRAIN; CONCEPT MAPPING; AUTOETHNOGRAPHY; EMERGENCE OF THE PEDAGOGIC FRAILTY MODEL; THE ELEMENTS OF PEDAGOGIC FRAILTY; Regulative vs. Instructional Discourse; Pedagogy and Discipline; Research-Teaching Nexus; Locus of Control; IN CONCLUSION; REFERENCES; 2. FRAMED AUTOETHNOGRAPHY AND PEDAGOGIC FRAILTY: A Comparative Analysis of Mediated Concept Maps; INTRODUCTION; BIOGRAPHICAL CONTEXTS; COMPARISON OF MEDIATED CONCEPT MAPS; Regulative vs. Instructional Discourse; Research-Teaching Nexus.
- FURTHER REFLECTIONCONCLUSION; REFERENCES; 3. THE '3 RS' OF PEDAGOGIC FRAILTY: Risk, Reward and Resilience; INTRODUCTION; RISK; REWARD; RESILIENCE; THE RELATIONSHIPS BETWEEN THE '3 RS' AND PEDAGOGIC FRAILTY; CONCLUSION; REFERENCES; 4. SEMANTIC WAVES AND PEDAGOGIC FRAILTY; INTRODUCTION; FRAILTY AND REGULATIVE DISCOURSE; LEGITIMATION CODE THEORY; DISCOMFORT AND STRESS; THE SEMANTIC CODE; SEMANTIC WAVES AND RESILIENCE; CONCLUSION; REFERENCES; 5. 'TEACHING EXCELLENCE' IN THE CONTEXT OF FRAILTY; INTRODUCTION; TEACHING EXCELLENCE; PEDAGOGIC STRATIFICATION; METHODOLOGY; DEFINITIONS OF EXCELLENCE.
- THREATS TO EXCELLENCERESILIENCE AND FRAILTY; FINAL THOUGHTS; NOTE; REFERENCES; 6. THE ROLE OF VALUES IN HIGHER EDUCATION: The Fluctuations of Pedagogic Frailty; INTRODUCTION; PERSONAL AND SOCIAL VALUES; INITIAL ASSUMPTIONS; THE RENEWAL OF FRAILTY; ADAPTATION OF VALUES; LEARNING AND FRAILTY; AN ECOLOGICAL SHIFT; CONCLUSION; REFERENCES; 7. INTEGRATIVE DISCIPLINARY CONCEPTS: The Case of Psychological Literacy; SYNTHESISING DISCIPLINE AND PEDAGOGY; PSYCHOLOGICAL LITERACY AS AN INTEGRATIVE DISCIPLINARY CONCEPT; PEDAGOGIC FRAILTY AND PSYCHOLOGICAL LITERACY.
- Regulative Discourse Informs Links between Pedagogy and DisciplinePedagogy and Discipline Requires Iterative Dialogue with the Research-Teaching Nexus; Pedagogic Frailty Increases with Lack of Embeddedness between Pedagogy and Discipline; Box 1. Case study; CONCLUSION AND RECOMMENDATIONS; REFERENCES; 8. RE-FRAMING ACADEMIC STAFF DEVELOPMENT; INTRODUCTION: PEDAGOGIC FRAILTY IN A SHIFTING HIGHER EDUCATION CONTEXT; ACADEMIC STAFF DEVELOPMENT; Regulative and Instructional Discourse; (i) Access; (ii) Reflectivity; (iii) Disruption; (iv) Difference; PEDAGOGY AND DISCIPLINE; RESEARCH-TEACHING NEXUS.
- LOCUS OF CONTROLCONCLUSION; NOTE; REFERENCES; 9. TRAJECTORIES OF PEDAGOGIC CHANGE: Learning and Non-Learning Among Faculty Engaged in Professional Development Projects; INTRODUCTION; PSYCHOLOGICAL PERSPECTIVE ON ADULT LEARNING THEORY; THE DYNAMICS OF PEDAGOGIC CHANGE; THE MULTIPLE FACES OF DEFENCES TO LEARNING; IN CONCLUSION; REFERENCES; 10. PEDAGOGIC FRAILTY AND THE RESEARCH-TEACHING NEXUS; INTRODUCTION; TEACHING-ABSENT OR RESEARCH-ONLY; RESEARCH-ABSENT OR TEACHING-ONLY; RESEARCH-SEPARATED; RESEARCH-DRAINED; TEACHING-DRAINED; CONNECTED RESEARCH AND TEACHING; Research-Informed Teaching.