Pedagogic Frailty and Resilience in the University /:
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 interacti...
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam :
SensePublishers,
2017.
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| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | 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 |
| Beschreibung: | 1 online resource (CCXXX, 12 pages) |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9789463009836 9463009833 |
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| 520 | |a 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 | ||
| 505 | 0 | |a 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. | |
| 505 | 8 | |a 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. | |
| 505 | 8 | |a 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. | |
| 505 | 8 | |a 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. | |
| 505 | 8 | |a 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. | |
| 504 | |a Includes bibliographical references. | ||
| 650 | 0 | |a College teaching. |0 http://id.loc.gov/authorities/subjects/sh85028395 | |
| 650 | 0 | |a Reflective teaching. |0 http://id.loc.gov/authorities/subjects/sh2003005102 | |
| 650 | 6 | |a Enseignement réflexif. | |
| 650 | 7 | |a EDUCATION |x Essays. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Reference. |2 bisacsh | |
| 650 | 7 | |a College teaching |2 fast | |
| 650 | 7 | |a Reflective teaching |2 fast | |
| 700 | 1 | |a Kinchin, Ian M., |e editor. | |
| 700 | 1 | |a Winstone, Naomi E., |e editor. | |
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| 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. 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. 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. 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. 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. |
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Winstone.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Rotterdam :</subfield><subfield code="b">SensePublishers,</subfield><subfield code="c">2017.</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (CCXXX, 12 pages)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="347" ind1=" " ind2=" "><subfield code="a">text file</subfield></datafield><datafield tag="347" ind1=" " ind2=" "><subfield code="b">PDF</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Pedagogic Frailty and Resilience in the University presents a theoretical model and a practical tool to support the professional development of reflective university teachers. 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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</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">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.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">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.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">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.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">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.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">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.</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">College teaching.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh85028395</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Reflective teaching.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh2003005102</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Enseignement réflexif.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION</subfield><subfield code="x">Essays.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION</subfield><subfield code="x">Organizations & Institutions.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION</subfield><subfield code="x">Reference.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">College teaching</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Reflective teaching</subfield><subfield code="2">fast</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Kinchin, Ian M.,</subfield><subfield code="e">editor.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Winstone, Naomi E.,</subfield><subfield code="e">editor.</subfield></datafield><datafield tag="773" ind1="0" ind2=" "><subfield code="t">Springer eBooks</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="t">Pedagogic frailty and resilience in the university.</subfield><subfield code="d">Rotterdam, The Netherlands : Sense Publishers, [2017]</subfield><subfield code="z">9789463009829</subfield><subfield code="z">9463009825</subfield><subfield code="w">(OCoLC)982909868</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="l">FWS01</subfield><subfield code="p">ZDB-4-EBA</subfield><subfield code="q">FWS_PDA_EBA</subfield><subfield code="u">https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1505286</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">Askews and Holts Library Services</subfield><subfield code="b">ASKH</subfield><subfield code="n">AH33067924</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">EBL - Ebook Library</subfield><subfield code="b">EBLB</subfield><subfield code="n">EBL4844223</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">EBSCOhost</subfield><subfield code="b">EBSC</subfield><subfield code="n">1505286</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">YBP Library Services</subfield><subfield code="b">YANK</subfield><subfield code="n">14241397</subfield></datafield><datafield tag="994" ind1=" " ind2=" "><subfield code="a">92</subfield><subfield code="b">GEBAY</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-4-EBA</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-863</subfield></datafield></record></collection> |
| id | ZDB-4-EBA-ocn988380181 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:27:51Z |
| institution | BVB |
| isbn | 9789463009836 9463009833 |
| language | English |
| oclc_num | 988380181 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (CCXXX, 12 pages) |
| psigel | ZDB-4-EBA |
| publishDate | 2017 |
| publishDateSearch | 2017 |
| publishDateSort | 2017 |
| publisher | SensePublishers, |
| record_format | marc |
| spelling | Pedagogic Frailty and Resilience in the University / edited by Ian M. Kinchin, Naomi E. Winstone. Rotterdam : SensePublishers, 2017. 1 online resource (CCXXX, 12 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier text file 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 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. 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. 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. 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. 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. Includes bibliographical references. College teaching. http://id.loc.gov/authorities/subjects/sh85028395 Reflective teaching. http://id.loc.gov/authorities/subjects/sh2003005102 Enseignement réflexif. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh College teaching fast Reflective teaching fast Kinchin, Ian M., editor. Winstone, Naomi E., editor. Springer eBooks Print version: Pedagogic frailty and resilience in the university. Rotterdam, The Netherlands : Sense Publishers, [2017] 9789463009829 9463009825 (OCoLC)982909868 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1505286 Volltext |
| spellingShingle | Pedagogic Frailty and Resilience in the University / 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. 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. 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. 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. 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. College teaching. http://id.loc.gov/authorities/subjects/sh85028395 Reflective teaching. http://id.loc.gov/authorities/subjects/sh2003005102 Enseignement réflexif. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh College teaching fast Reflective teaching fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85028395 http://id.loc.gov/authorities/subjects/sh2003005102 |
| title | Pedagogic Frailty and Resilience in the University / |
| title_auth | Pedagogic Frailty and Resilience in the University / |
| title_exact_search | Pedagogic Frailty and Resilience in the University / |
| title_full | Pedagogic Frailty and Resilience in the University / edited by Ian M. Kinchin, Naomi E. Winstone. |
| title_fullStr | Pedagogic Frailty and Resilience in the University / edited by Ian M. Kinchin, Naomi E. Winstone. |
| title_full_unstemmed | Pedagogic Frailty and Resilience in the University / edited by Ian M. Kinchin, Naomi E. Winstone. |
| title_short | Pedagogic Frailty and Resilience in the University / |
| title_sort | pedagogic frailty and resilience in the university |
| topic | College teaching. http://id.loc.gov/authorities/subjects/sh85028395 Reflective teaching. http://id.loc.gov/authorities/subjects/sh2003005102 Enseignement réflexif. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh College teaching fast Reflective teaching fast |
| topic_facet | College teaching. Reflective teaching. Enseignement réflexif. EDUCATION Essays. EDUCATION Organizations & Institutions. EDUCATION Reference. College teaching Reflective teaching |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1505286 |
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