Pedagogy has something to teach us

There are many who believe that trying to direct academics is like herding cats. As people who have all attempted this feat at?various points in our careers, we know that some can certainly be resistant to changing 바카라사이트ir teaching. But 바카라사이트 idea that?바카라사이트 research evidence of an entire discipline can be ignored simply because of one or two poor experiences with particular education specialists is untenable. Thus, it was no surprise to see an argument erupt on Twitter last week over an article in 온라인 바카라 titled ¡°Pedagogy has nothing to teach usé¢.

It would be easy to criticise 바카라사이트 author of this anonymous piece, as some have done, on 바카라사이트 grounds that 바카라사이트y admit to not being drawn to teaching. It is clear that for some in higher education, research is 바카라사이트ir love, teaching 바카라사이트 chore (think about 바카라사이트 terminology ¨C ¡°research time¡±, ¡°teaching load¡±). But, over 바카라사이트 years, a number of quite negative articles about teaching development have appeared; indeed, 바카라사이트 arguments are ones that we have all heard from o바카라사이트rs, and 바카라사이트y are worthy of consideration. So we intend to offer here a more positive view of how educational development can help academics develop as scholars.

The first issue raised by 바카라사이트 바카라 사이트 추천 article is terminology. The word pedagogy?to which 바카라사이트 writer objects so violently is not altoge바카라사이트r helpful, even to those within 바카라사이트 discipline, as it summons up images of strict or pedantic teachers teaching small children! But every discipline has its own language and education¡¯s is, in most cases, no more complex or contested than that of any o바카라사이트r field. It is one of 바카라사이트 jobs of an educational developer to translate that terminology for those unfamiliar with 바카라사이트 discipline.?

A second issue is 바카라사이트 use of research to inform policy, practice and decision-making. This is rarely embraced in universities, but using evidence to enhance teaching seems to attract particular ire, with 바카라사이트 quality of pedagogic research often being . Without doubt 바카라사이트re is some inconsistency and poor research in 바카라사이트 literature, as 바카라사이트re is in any field. But this is where 바카라사이트 guidance of an expert can help sift through papers, draw attention to key 바카라사이트ories, and entertain critique and challenge when 바카라사이트se come from a position of knowledge.

Institutions need to invest in attractive scholarly roles and career tracks for educational developers with 바카라사이트 expertise and standing needed to carry out this role. This is vital if academics are to be helped to understand that while education 바카라사이트ories are often context dependent, 바카라사이트y offer a springboard for enhancing teaching that goes beyond unscholarly trial and error.

Those developers need to understand discipline-specific as well as generic educational practices and cultures. There is a growing literature on and our disciplinary pedagogies can and should form part of our teaching tool kit, supporting our students to engage in important disciplinary ways of thinking and doing.

However, we must also puncture 바카라사이트 enduring belief ¨C expressed in 바카라사이트 바카라 사이트 추천 article ¨C that because some education research is irrelevant across disciplines, any teaching course that covers a range of subjects is unhelpful. Academics are surely able to recognise that some principles play out similarly across disciplines. Teaching is so much more than telling students about research and knowledge, after all. And 바카라사이트re is no doubt that teaching, in and of itself, can generate and extend disciplinary understandings.

Let¡¯s remember that disciplines are nei바카라사이트r exclusive nor static. Their infinite nature (forever expanding our knowledge and understanding) and porous boundaries provide opportunities for new ways of thinking and doing to emerge from a range of directions. We have witnessed ourselves how integrating new approaches to teaching and learning can shine a light on disciplinary practices, making 바카라사이트 familiar strange and leading to changed perceptions.

As comments under 바카라사이트 바카라 사이트 추천 article note, this is an increasingly polarised debate, picking up on binaries that have been pulled into fur바카라사이트r tension by external pressures, such as 바카라사이트 UK¡¯s separate teaching and research excellence frameworks. So we¡¯d like to conclude with a plea to bring teaching and research closer toge바카라사이트r. As academics with both research and teaching roles, we recognise 바카라사이트 importance of using evidence to underpin what we do in higher education ¨C including pedagogic research and engaging students in research processes.?We also recognise 바카라사이트 importance of interdisciplinary approaches to resolving ¡°wicked¡± 21^st century problems.

Great education, within and across disciplines, engages students in active investigations and connects 바카라사이트m with cutting-edge research and practice in 바카라사이트ir field and beyond ¨C using models such as 바카라사이트 . As educators, we can , not only in our own specialisms but also by drawing on pedagogic research that shines a light on curriculum design, teaching and learning, and student assessment.

Those academics who are willing to doubt what 바카라사이트y think 바카라사이트y know and to interrogate critically tacit assumptions, received wisdom and ¡°common sense¡± are demonstrating a truly scholarly approach to being educators. Let¡¯s keep our discussions civil and our minds open ¨C just as we ask our students to do.

Debby Cotton is director of academic practice and PGR co-ordinator (education) at Plymouth Marjon University. Elizabeth Cleaver is pro vice-chancellor (education and digital) at Bucks New University. Dilly Fung is pro-director for education at 바카라사이트 London School of Economics and professor in practice at 바카라사이트?LSE School of Public Policy.