A pedagogy changer: Transdisciplinary faculty self-study

Authors

  • Anastasia P. Samaras George Mason University, United States of America

DOI:

https://doi.org/10.38140/pie.v32i2.1866

Keywords:

Self-study of professional practice, transdisciplinary, faculty study groups, pedagogy, critical incidents, transformative learning, perspective-taking, innovation

Abstract

In this article, I examine pedagogical understandings as captured through documented critical incidents of a transdisciplinary faculty self-study group which was designed and grounded in notions   of sociocultural theory. I report from my lens as facilitatorparticipant-observer and from my work with eleven other participants in a threesemester research project in which we conducted individual self-studies of profesional practice as well as a meta-study of the collective. A diverse data set, which included exit interviews, mid-project and end-of-project exit slips, and individual narratives, served to triangulate and support themes of our exchanging of pedagogical activities, learning with critical friends, and re-imagining our pedagogies. The study suggests that, as universities work to improve student learning, they might consider providing creative studio spaces for self-study of professional practice so that faculty can exchange their talents in order to more deeply understand and experience pedagogical innovations.

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Published

2014-06-30

How to Cite

Samaras, A. P. (2014). A pedagogy changer: Transdisciplinary faculty self-study. Perspectives in Education, 32(2), 117–135. https://doi.org/10.38140/pie.v32i2.1866

Issue

Section

Research articles