Reflexive Pedagogy: Disciplinary Idioms as Resources for Teaching

Autor/inn/en	Garnett, Robert F.; Vanderlinden, Lisa K.
Titel	Reflexive Pedagogy: Disciplinary Idioms as Resources for Teaching
Quelle	In: Teaching in Higher Education, 16 (2011) 6, S.629-640 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2011.570444
Schlagwörter	Learning Theories; Ethnography; Cultural Context; Reflective Teaching; Teaching Methods; Identification; Teacher Education; Attention; College Faculty; Anthropology; Epistemology + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Ethnografie; Teaching method; Lehrmethode; Unterrichtsmethode; Identifikation; Identifizierung; Lehrerausbildung; Lehrerbildung; Aufmerksamkeit; Fakultät; Anthropologie; Erkenntnistheorie
Abstract	Disciplinary models of learning such as ethnography (cultural anthropology) and market competition (economics) have received little attention in the burgeoning literature on "how teacher thinking shapes education". To mobilize the pedagogical potential of these disciplinary idioms, the authors draw from the path-breaking works of Palmer and Rowland, the anthropological literature on teaching as ethnography, and their own experiences as teachers of cultural anthropology and economics to conceptualize a process they term reflexive pedagogy. Reflexive pedagogy--the deliberate cultivation of discipline-specific learning theories--encourages instructors to integrate the intellectual frameworks and identities of their teaching and scholarly lives and thus provides an effective vehicle for faculty dialogue and teacher development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10