Reciprocity as a Threshold Concept for Faculty Who Are Learning to Teach with Service-Learning

Autor/inn/en	Harrison, Barbara; Clayton, Patti H.
Titel	Reciprocity as a Threshold Concept for Faculty Who Are Learning to Teach with Service-Learning
Quelle	In: Journal of Faculty Development, 26 (2012) 3, S.29-33 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-7627
Schlagwörter	Service Learning; Faculty; Higher Education; Instruction; Faculty Development; Reflection; Teaching Methods; United States + Suchen Sie Ihr Suchwort? Service-Learning; Academic Staff; Lehrkörper; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching process; Unterrichtsprozess; Teaching method; Lehrmethode; Unterrichtsmethode; USA
Abstract	Requiring and fostering shifts in perspective, practice, and identity, the counter-normative pedagogy of service-learning can be challenging for faculty to learn. Meyer and Land's (2003, 2005) work on threshold concepts may enhance understanding of the troublesome yet transformative nature of learning to collaborate reciprocally with students and community members. While the authors' focus here is service-learning, this discussion also applies to faculty learning around community-campus engagement more generally. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10