Re-Writing Interpersonal Communication: A Portfolio-Based Curriculum for Process Pedagogy and Moving Theory into Practice

Autor/inn/en	Cunningham, Summer; Bartesaghi, Mariaelena; Bowman, Jim; Bender, Jennifer
Titel	Re-Writing Interpersonal Communication: A Portfolio-Based Curriculum for Process Pedagogy and Moving Theory into Practice
Quelle	In: International Journal of Teaching and Learning in Higher Education, 29 (2017) 2, S.381-388 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Portfolios (Background Materials); Writing Processes; Theory Practice Relationship; Classroom Techniques; Critical Theory; Writing Instruction; Teaching Methods; Interpersonal Communication; Teacher Attitudes; College Faculty; Writing Assignments; Student Attitudes; Teacher Student Relationship; Undergraduate Students; Letters (Correspondence); Management Systems; Workshops; Grading; Essays; Process Approach (Writing); Florida (Tampa) + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Klassenführung; Kritische Theorie; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonale Kommunikation; Lehrerverhalten; Fakultät; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Brief; Lernwerkstatt; Schulung; Notengebung; Schulnote; Essay; Aufsatzunterricht; Prozessorientiertes Schreiben
Abstract	How does one create a class where the theoretical concepts emerge through classroom practice and engagement? This is the question that Mariaelena posed to herself when taking over the position of Director of the Interpersonal Communication course at the University of South Florida. In this essay we describe how we worked through a new way of teaching--and doing--interpersonal communication that captures Carey's (1989) focus on the centrality of process over product. We did so by way of some important tools of what is alternatively known as critical or process pedagogy (e.g., Elbow, 1986; 2013): an interpersonal dynamic that includes ongoing grading, writing to learn, and the portfolio method. This semester-long, process-oriented portfolio assignment is effective and beneficial because it facilitates an important shift in the power dynamic of the classroom by disrupting students' expectations for evaluation and shifting the learner's orientation from product to process. We share our portfolio method because we believe it can be adapted to fit the unique cultures and needs of other humanities and social sciences courses, instructors, and institutions. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01