| Figures | ||
| 3.1 | The reflective process in teacher education elicited by VEO. | 48 |
| 4.1 | Basic sociogram representing 3 nodes (degree = 3) and 3 ties. | 56 |
| 4.2 | Base network. | 62 |
| 4.3 | Conversations about innovation in teaching and learning. | 62 |
| 4.4 | Conversations about emotional support for teaching and learning. | 63 |
| 7.1 | Drawing by biochemistry student of future self in 3 years. | 116 |
| 7.2 | Drawing by biomedicine student of future self in 3 years. | 117 |
| 8.1 | Navigating potential challenges to participatory action research/SoTL. | 148 |
| 9.1 | Student-generated maps. The first map was created independently by the student and the second map is the same map with additions made by the student at the close of the collaborative dialogue. | 167 |
| 10.1 | The PAR cycle (from Kemmis, McTaggart, & Nixon, 2014, p. 19). | 180 |
| 10.2 | The action research spiral (from Kemmis, McTaggart, & Nixon, 2014, p. 19). | 180 |
| Tables | ||
| 3.1 | Participants and data collection methods for VEO trials 2016–2017. | 38 |
| 8.1 | Timelines for action research cycles. | 140 |
| 8.2 | Overview of principal investigator and participant roles. | 143 |
| 9.1 | Rubric created to capture strategies and prompts in solving multiple-choice questions. | 159 |
| 10.1 | Peer review of teaching plan. | 177 |
| 10.2 | Components of the peer review of teaching project. | 181 |
| 10.3 | Structure of the workshop series. | 182 |
Figures and Tables
In: Critical Reflection on Research in Teaching and Learning
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Nancy E. Fenton
Nancy E. Fenton
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Whitney Ross
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