Search Results

When Their Experience Meets Ours

Learning About Teaching Through Reflection and Student Voice

Robyn Brandenburg

Peter Gell and Robyn Brandenburg

Robyn Brandenburg and Jacqueline Z. Wilson

Pedagogies for the Future

Leading Quality Learning and Teaching in Higher Education

Robyn Brandenburg and Jacqueline Z. Wilson

Robyn Brandenburg and Jacqueline Z. Wilson

Pedagogies for the Future

Leading Quality Learning and Teaching in Higher Education

Edited by Robyn Brandenburg and Jacqueline Z. Wilson

Pedagogies for the Future illustrates a unique and exciting endeavor whereby a group of academics across one university developed a professional learning community for the purposes of investigating, articulating and developing their scholarship of practice. Through their collaborative efforts, these educator-researchers sit at the forefront of calls to take teaching seriously in higher education and to recognize the powerful potential of interdisciplinary collaboration. The book provides a model for establishing learning communities in higher education and demonstrates that such work is not only possible but also successful. From vision to reality, Pedagogies for the Future offers important insights into the complex nature of researching teaching and learning in higher education from the perspectives of those directly engaged in it. This book will be of great interest and value to both scholars and administrators.” —Associate Professor Amanda Berry, Leiden University, The Netherlands

Wendy Moran, Robyn Brandenburg and Sharon M. McDonough

Abstract

Being a teacher educator is a complex endeavour and it is through systematic, and evidence-based reflection in and on practice that teaching pedagogy is more deeply understood. Extant literature reveals that reflective practice plays an integral role in understanding teacher educators’ work. This chapter focuses on pedagogical confrontations as a lens for reflective practice to reveal the complexity of teacher educators’ work. The term ‘pedagogical confrontations’ (PCs) signifies incidents, interactions or events in teaching which cause us to pause and critically examine our practice. In this chapter we examine the context, descriptions and responses of participant-identified pedagogical confrontations. Through independent and collaborative analysis of the confrontations we identify three key themes: (1) professional roles; (2) the importance of relationships; and (3) the changing nature of universities and teacher education. Using PCs as a lens for reflective practice reveals the relationship between one’s values and pedagogical practices and we contend that recognition and deeper knowledge of this relationship leads to richer understandings of teacher educators’ work.

An Aboriginal Pathway to Learning: My Story

A Conversation with Bonnie Fagan

Bonnie Fagan, Robyn Brandenburg and Liz Crothers