oa The Journal of Independent Teaching and Learning - New lecturer orientation as 'celebrating what we know' : a case for pen and paper, not powerpoint
|Article Title||New lecturer orientation as 'celebrating what we know' : a case for pen and paper, not powerpoint|
|© Publisher:||Independent Institute of Education|
|Journal||The Journal of Independent Teaching and Learning|
|Affiliations||1 University of Zululand|
|Publication Date||Jan 2009|
|Pages||49 - 58|
The power relations of 'expert' and 'trainee' often obtain in Higher Education capacity building interventions, particularly those aimed at academic staff new to the profession of teaching. However, as Jean McNiff argues in 'Action Research for Professional Development' (2002), what they really need in their professional learning is an appropriate form of support 'to help them celebrate what they already know', (hence the title of this article). In the article, the author describes a technique for orientating newacademics to their roles of teaching and learning, research and community engagement by asking them to describe graphically and metaphorically their personal understanding of the relationship between 'the lecturer', 'the student', 'the curriculum', 'teaching/learning', 'research', 'community engagement', in the context of 'a comprehensive university' situated in a 'local community' but also serving the needs of 'wider society'. Participants are asked to compare their own teaching and learning metaphors with those put forward by Fox (1983). The author argues that the technique of 'celebrating what we know' by combining the metaphorical and pictorial and sharing with colleagues, is enjoyed by participants and provides a useful starting point for practitioners to reflect on, and interrogate, their own practice.
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