| Description |
1 online resource (CCXXX, 12 pages) |
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text file PDF |
| Summary |
Pedagogic Frailty and Resilience in the University presents a theoretical model and a practical tool to support the professional development of reflective university teachers. It can be used to highlight links to key issues in higher education. Pedagogic frailty exists where the quality of interaction between elements in the evolving teaching environment succumbs to cumulative pressures that eventually inhibit the capacity to develop teaching practice. Indicators of frailty can be observed at different resolutions, from the individual, to the departmental or the institutional. Chapters are written by experts in their respective fields who critique the frailty model from the perspectives of their own research. This will help readers to make practical links between established bodies of research literature and the concept of frailty, and to form a coherent and integrated view of higher education. This can then be explored and developed by individuals, departments or institutions to inform and evaluate their own enhancement programmes. This may support the development of greater resilience to the demands of the teaching environment. In comparison with other commonly used terms, we have found that the term 'frailty' has improved resonance with the experiences of colleagues across the disciplines in higher education, and elicits a personal (sometimes emotional) response to their professional situation that encourages positive dialogue, debate and reflection that may lead to the enhancement of university teaching. This book offers a particular route through the fractured discourses of higher education pedagogy, creating a coherent and cohesive perspective of the field that may illuminate the experiences and observations of colleagues within the profession. "If we are to realise the promise of higher education ... we will need the concepts, methods, and reflections contained in this book."--Robert R. Hoffman. |
| Contents |
TABLE OF CONTENTS; FOREWORD; REFERENCES; 1. MAPPING THE TERRAIN OF PEDAGOGIC FRAILTY; INTRODUCTION; CHARTING TERRAIN; CONCEPT MAPPING; AUTOETHNOGRAPHY; EMERGENCE OF THE PEDAGOGIC FRAILTY MODEL; THE ELEMENTS OF PEDAGOGIC FRAILTY; Regulative vs. Instructional Discourse; Pedagogy and Discipline; Research-Teaching Nexus; Locus of Control; IN CONCLUSION; REFERENCES; 2. FRAMED AUTOETHNOGRAPHY AND PEDAGOGIC FRAILTY: A Comparative Analysis of Mediated Concept Maps; INTRODUCTION; BIOGRAPHICAL CONTEXTS; COMPARISON OF MEDIATED CONCEPT MAPS; Regulative vs. Instructional Discourse; Research-Teaching Nexus. |
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FURTHER REFLECTIONCONCLUSION; REFERENCES; 3. THE '3 RS' OF PEDAGOGIC FRAILTY: Risk, Reward and Resilience; INTRODUCTION; RISK; REWARD; RESILIENCE; THE RELATIONSHIPS BETWEEN THE '3 RS' AND PEDAGOGIC FRAILTY; CONCLUSION; REFERENCES; 4. SEMANTIC WAVES AND PEDAGOGIC FRAILTY; INTRODUCTION; FRAILTY AND REGULATIVE DISCOURSE; LEGITIMATION CODE THEORY; DISCOMFORT AND STRESS; THE SEMANTIC CODE; SEMANTIC WAVES AND RESILIENCE; CONCLUSION; REFERENCES; 5. 'TEACHING EXCELLENCE' IN THE CONTEXT OF FRAILTY; INTRODUCTION; TEACHING EXCELLENCE; PEDAGOGIC STRATIFICATION; METHODOLOGY; DEFINITIONS OF EXCELLENCE. |
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THREATS TO EXCELLENCERESILIENCE AND FRAILTY; FINAL THOUGHTS; NOTE; REFERENCES; 6. THE ROLE OF VALUES IN HIGHER EDUCATION: The Fluctuations of Pedagogic Frailty; INTRODUCTION; PERSONAL AND SOCIAL VALUES; INITIAL ASSUMPTIONS; THE RENEWAL OF FRAILTY; ADAPTATION OF VALUES; LEARNING AND FRAILTY; AN ECOLOGICAL SHIFT; CONCLUSION; REFERENCES; 7. INTEGRATIVE DISCIPLINARY CONCEPTS: The Case of Psychological Literacy; SYNTHESISING DISCIPLINE AND PEDAGOGY; PSYCHOLOGICAL LITERACY AS AN INTEGRATIVE DISCIPLINARY CONCEPT; PEDAGOGIC FRAILTY AND PSYCHOLOGICAL LITERACY. |
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Regulative Discourse Informs Links between Pedagogy and DisciplinePedagogy and Discipline Requires Iterative Dialogue with the Research-Teaching Nexus; Pedagogic Frailty Increases with Lack of Embeddedness between Pedagogy and Discipline; Box 1. Case study; CONCLUSION AND RECOMMENDATIONS; REFERENCES; 8. RE-FRAMING ACADEMIC STAFF DEVELOPMENT; INTRODUCTION: PEDAGOGIC FRAILTY IN A SHIFTING HIGHER EDUCATION CONTEXT; ACADEMIC STAFF DEVELOPMENT; Regulative and Instructional Discourse; (i) Access; (ii) Reflectivity; (iii) Disruption; (iv) Difference; PEDAGOGY AND DISCIPLINE; RESEARCH-TEACHING NEXUS. |
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LOCUS OF CONTROLCONCLUSION; NOTE; REFERENCES; 9. TRAJECTORIES OF PEDAGOGIC CHANGE: Learning and Non-Learning Among Faculty Engaged in Professional Development Projects; INTRODUCTION; PSYCHOLOGICAL PERSPECTIVE ON ADULT LEARNING THEORY; THE DYNAMICS OF PEDAGOGIC CHANGE; THE MULTIPLE FACES OF DEFENCES TO LEARNING; IN CONCLUSION; REFERENCES; 10. PEDAGOGIC FRAILTY AND THE RESEARCH-TEACHING NEXUS; INTRODUCTION; TEACHING-ABSENT OR RESEARCH-ONLY; RESEARCH-ABSENT OR TEACHING-ONLY; RESEARCH-SEPARATED; RESEARCH-DRAINED; TEACHING-DRAINED; CONNECTED RESEARCH AND TEACHING; Research-Informed Teaching. |
| Bibliography |
Includes bibliographical references. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
College teaching.
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College teaching. |
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Reflective teaching.
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Reflective teaching. |
| Genre/Form |
Electronic books.
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| Added Author |
Kinchin, Ian M., editor.
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Winstone, Naomi E., editor.
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| Other Form: |
Print version: Pedagogic frailty and resilience in the university. Rotterdam, The Netherlands : Sense Publishers, [2017] 9789463009829 9463009825 (OCoLC)982909868 |
| ISBN |
9789463009836 |
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9463009833 |
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9789463009829 |
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9463009825 |
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9789463009812 |
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9463009817 |
| Standard No. |
10.1007/978-94-6300-983-6 |
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