and Learning: Over wat het is en wat het kan betekenen voor je eigen onderwijspraktijk

Transcriptie

1 Scholarship of Teaching and Learning: Over wat het is en wat het kan betekenen voor je eigen onderwijspraktijk j M. Clement (KU Leuven, DUO) SoTL: Test jezelf 1. Wanneer ik mijn lessen voorbereid, A. Vraag ik me af hoe ik het leren van mijn studenten kan uitlokken en ondersteunen B. Concentreer ik me voornamelijk op de inhoud en hoe ik die zal aanbrengen 2. Na de les, A. Denk ik na over sterke en minder sterke kanten B. Sta ik op een systematische manier stil bij wat niet goed ging 3. Om mijn onderwijs te verbeteren, A. Kijk ik na in de literatuur (algemeen onderwijskundige en binnen mijn eigen discipline) welke inspiratie ik kan opdoen om specifieke aandachtspunten aan te pakken B. Put ik uit mijn eigen ervaringen en experimenten 4. Ik communiceer met mijn collega s over mijn onderwijs A. Op een informele manier B. Door te publiceren in peer gereviewde tijdschriften 1

2 Definitie: Scholarship (Boyer, 1990, vgl. Nibert) Type of Scholarship Discovery Integration Application Teaching Purpose Build new knowledge through traditional research Interpret the use of knowledge across disciplines Aid society and professions in addressing problems Study teaching models and practices to achieve optimal learning Definitie: SoT (Boyer, 1990) Vakinhoudelijke kennnis Pedagogische vaardigheid om de brug te slaan tussen eigen verstaan en leren van studenten Niet alleen kennis overdragen, maar die transformeren en uitbreiden door middel van lesgeven Studenten inspireren tot scholarship 2

3 Definitie: Scholarly teaching en SoT Shulman (1999) The work must be made public The work must be available for peer review and critique according to accepted standards The work must be able to be reproduced and built on by other scholars Definitie: Scholarly teaching en SoT Potter & Kustra (2011) SoTL is the systematic ti study of fteaching and dlearning, using established or validated criteria of scholarship, to understand how teaching (beliefs, behaviours, attitudes, and values) can maximize learning, and/or develop a more accurate understanding of learning, resulting in products that are publicly shared for critique and use by an appropriate community Scholarly l teaching is teaching grounded d in critical reflection using systematically and strategically gathered evidence, related and explained by well-reasoned theory and philosophical understanding, with the goals of maximizing learning through effective teaching 3

4 Definitie: Scholarly teaching en SoT Excellence Expertise SoT Conception of T Learning-oriented Learning-oriented Learning-oriented &L(v1)& L (A) (A) (A) Focus of reflection (v2) Unfocused (A) Focused at particular problems (B) Focused at particular problems (B) Sources of info (v3) Extent/nature of communication (v4) Active experimentation and reflection on personal experience (B) Pedagogical content knowledge (A) Pedagogical content knowledge (A) Informally (A) Informally (A) Through peerreviewed media (B) Kreber, 2002; Trigwell, Martin, Benjamin & Prosser, 2000 SoTL in praktijk Carnegie Foundation for the Advancement of Teaching - org/ International Society for the Scholarship of Teaching and Learning - International Journal for the Scholarship of Teaching and Learning - 4

5 SoTL in praktijk Clear Goals Adequate Preparation Appropriate Methods Significant Results Effective Presentation Reflective Critique Glassick, Huber & Maeroff (1997) Aan de slag: SoTL in jouw praktijk Hounsell,

6 Aan de slag: SoTL in jouw praktijk Hounsell, 2009 Aan de slag: SoTL in jouw praktijk Hounsell,

7 Bibliografie Angelo, P. & Cross, T. (1993). Classroom assessment techniques. Retrieved February from Biesta, G. (2007). Why what works won t work: Evidence-based practice and the democratic deficit in educational research. Educational Theory, 57(1), ( Boyer, E. (1990). Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching. Glassick, C., Huber, M., & Maeroff, G. (1997). Scholarship assessed: Evaluation of the professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching. Hounsell, D. (2009). Evaluating courses and teaching. In H. Fry, S. Ketteridge, & S. Marshall (Eds). A Handbook for Teaching and Learning in Higher Education. [pp ] London: Routledge. Kreber, C. (2002). Teaching excellence, teaching expertise and the scholarship of teaching. Innovative Higher Education, 27(1), Nibert, M., Boyer s model of scholarship. Retrieved February , from edu/sites/academicaffairs edu/files/boyersmodel pdf Potter, M.K., & Kustra, E. (2011). The relationship between scholarly teaching and SoTL: Models, distinctions, and clarifications. International Journal for the Scholarship of Teaching and Learning, 5(1) Rege Colet, N., McAlpine, L., Fanghanel, J., & Weston, C. (2011). Le concept de Scholarship of Teaching and Learning. Recherche et Formation, 67 Shulman, L. (1999). The Scholarship of Teaching. Change, 31(5),11. Trigwell, K., Martin, E., Benjamin, J., & Prosser, M. (2000). Scholarship of teaching: a model. Higher Education Research and Development, 19(2),