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A pathway to self-awareness, empathy and vulnerability: exploring autoethnography as a method for undergraduate teaching Teach. High. Educ. (IF 2.75) Pub Date : 2024-03-25 Rachel Romero
This paper explores the value of autoethnography in the context of student teaching and learning. The manuscript situates autoethnography within restorative and critical pedagogies and draws from s...
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From active learners to knowledge contributors: authentic assessment as a catalyst for students' epistemic agency Teach. High. Educ. (IF 2.75) Pub Date : 2024-03-25 Juuso Henrik Nieminen, Eeva Haataja, Peter J. Cobb
This study examines how authentic assessment could nurture students’ epistemic agency: their sense of agency in using, evaluating and producing knowledge. Authentic assessment commonly emphasises ‘...
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Precarity and illusions of certainty in higher education teaching Teach. High. Educ. (IF 2.75) Pub Date : 2024-03-24 Peter Kahn, Marie-Pierre Moreau, Jessica Gagnon
Published in Teaching in Higher Education: Critical Perspectives (Vol. 29, No. 3, 2024)
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Using Legitimation Code Theory to explore knowledge building in English medium higher education teaching: methodological challenges and innovations Teach. High. Educ. (IF 2.75) Pub Date : 2024-03-05 Tom Morton
This article examines theoretical and methodological issues raised when Legitimation Code Theory (LCT) is used to investigate knowledge-building practices in online and face-to-face teaching enviro...
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Finding a pedagogy of empathy in a Common Read Project Teach. High. Educ. (IF 2.75) Pub Date : 2024-03-05 Miriam Jaffe, Madhav Kafle, Erin K. Kelly, Ben Tam
Inspired by common read projects, wherein first-year students read a shared text as a means of acclimating to the university community, our writing program adopted a project introducing students to...
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Correction Teach. High. Educ. (IF 2.75) Pub Date : 2024-03-05
Published in Teaching in Higher Education: Critical Perspectives (Vol. 29, No. 3, 2024)
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Resisting neoliberalism: teacher education academics navigating precarious times Teach. High. Educ. (IF 2.75) Pub Date : 2024-02-25 Bronwyn E. Wood, Rosalyn Black, Lucas Walsh, Kerri Anne Garrard, Margaret Bearman, Matthew Krehl Edward Thomas, Juliana Ryan, Nadia Infantes
While the impact of the global COVID-19 pandemic upon higher education institutions has been well documented, less is known about how academics themselves responded to these rapid changes. This pap...
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Academic identities in the contemporary university: seeking new ways of being a university teacher Teach. High. Educ. (IF 2.75) Pub Date : 2024-02-09 Jairo Jiménez
This paper analyzes academic identities and academic agency in the context of knowledge management and production that permeate the contemporary university. A practical argumentation on the meaning...
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The transformation of doctoral education: responding to the needs and expectations of society and candidates Teach. High. Educ. (IF 2.75) Pub Date : 2024-01-30 Sónia Cardoso
This paper investigates the evolving landscape of European doctoral education and its impact on the doctorate’s identity and value. It conducts a comprehensive analysis, drawing from both extensive...
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Precarious academic citizens: Early Career Teachers' experiences and implications for the academy Teach. High. Educ. (IF 2.75) Pub Date : 2024-01-24 Jody Crutchley, Zaki Nahaboo, Namrata Rao
The fragmentation of academic work and its uneven distribution among academic staff have produced particular challenges for new entrants to teaching in Higher Education, Early Career Teachers [ECTs...
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ChatGPT is a game changer: detection and eradication is not the way forward Teach. High. Educ. (IF 2.75) Pub Date : 2024-01-22 Margaret A.L. Blackie
Large language models such as ChatGPT can be seen as a major threat to reliable assessment in higher education. In this point of departure, I argue that these tools are a major game changer for soc...
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Diversities in higher education: academics’ inclusive views and reported practices in a regional Australian university Teach. High. Educ. (IF 2.75) Pub Date : 2024-01-22 Sarah Redshaw, James Deehan
The paper reports on results of a survey on inclusive education developed for a university. The University Inclusive Education Survey was designed to examine academics’ views on inclusion of a dive...
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Opening the black box of degree classification algorithms: towards a research agenda Teach. High. Educ. (IF 2.75) Pub Date : 2024-01-22 Susan Smith, Neil Sutherland, David Allen
Higher education systems exhibit varying degrees of heterogeneity in approaches to undergraduate degree classification – specifically for this Point of Departure: the wide variety of ‘Degree Classi...
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What’s in a word? – unpacking European students’ conceptualisations and experiences of feedback Teach. High. Educ. (IF 2.75) Pub Date : 2024-01-16 Monika Pazio Rossiter
European students bring with them a variety of feedback experiences and literacies. Yet this variety tends to be underexplored. This study unpacks European students’ past experiences of feedback an...
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Exploring sources of engineering students’ academic well-being through Q-methodology research Teach. High. Educ. (IF 2.75) Pub Date : 2024-01-16 Youmen Chaaban, Faris Tarlochan, Juebei Chen, Xiangyun Du
Recent interest in academic well-being has promoted universities to take proactive measures that support students in navigating the challenges of university life, in all its complexity. Drawing on ...
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A moment in and out of time: precarity, liminality, and autonomy in crisis teaching Teach. High. Educ. (IF 2.75) Pub Date : 2024-01-16 Hayley Glover, Fran Myers, Hilary Collins
This paper explores tensions and ambiguities for UK HE teachers during COVID-19. It analyses changed behaviours and routines for existing hybrid workers experienced in online pedagogy through three...
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Developing a teaching-research nexus in teacher education: recounts of an educator’s self-study Teach. High. Educ. (IF 2.75) Pub Date : 2024-01-07 Khalid Mohammed Idris, Hanna Posti-Ahokas, Elina Lehtomäki
This study shares perspectives on how a teaching-research nexus could be developed in teacher education practices. The focus is on one teacher-educator’s experience of learning to communicate the m...
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Does the format of an assessment (closed book or open book) affect learning? A systematic review of the literature Teach. High. Educ. (IF 2.75) Pub Date : 2023-12-13 Vahe Permzadian, Kit W. Cho
When administering an in-class exam, a common decision that confronts every instructor is whether the exam format should be closed book or open book. The present review synthesizes research examini...
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Researching student competence development through the lens of cultural historical activity theory Teach. High. Educ. (IF 2.75) Pub Date : 2023-11-21 Antonia Scholkmann, Tobias Alexander Bang Tretow-Fish, Kathrin Otrel-Cass, Elisabeth Lauridsen Lolle
In the present study, we followed a group of students over the course of a three-semester project aimed at increasing their abilities to express their competence development. Extensive data (video,...
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Diversifying curricula: how are people of colour represented in lecture slide images? Teach. High. Educ. (IF 2.75) Pub Date : 2023-11-21 Mi Young Ahn, Kathleen M. Quinlan, Barbara Adewumi
Diversifying higher education curricula has been called for as one way to reduce racial inequalities in higher education. This study makes an original contribution by focusing on images of people i...
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Supervisory feedback and doctoral students’ academic literacy development: the case of writing for publication Teach. High. Educ. (IF 2.75) Pub Date : 2023-11-18 Jie Bao, Dezheng (William) Feng
This study examines how supervisory feedback facilitates doctoral students’ academic literacy development in their situated practice of writing for publication (WFP). Multiple-sourced data collecte...
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Inclusion of higher education disabled students: a Q-methodology study of lecturers’ attitudes Teach. High. Educ. (IF 2.75) Pub Date : 2023-11-15 Anne Shaw
This UK Q-Methodology study combining quantitative and qualitative techniques explores lecturers’ attitudes toward disability and inclusion of disabled higher education students. Disabled students ...
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The politics of student belonging: identity and purpose Teach. High. Educ. (IF 2.75) Pub Date : 2023-11-14 Rola Ajjawi, Karen Gravett, Sarah O’Shea
Belonging is considered to be a positive foundation for students’ well-being and success at university; however, in this article, we argue that it is time to think about belonging more critically. ...
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Hidden impacts of precarity on teaching: effects on student support and feedback on academic writing Teach. High. Educ. (IF 2.75) Pub Date : 2023-11-18 Sharon McCulloch, Josie Leonard
Research on precarity in higher education has focused on how academics themselves experience this, but less is known about how staff precarity affects teaching and learning. This extended literatur...
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Constructing research findings: a tool for teaching doctoral writing Teach. High. Educ. (IF 2.75) Pub Date : 2023-11-09 Kirstin Wilmot
Making a contribution to knowledge is a cornerstone requirement of the PhD. It requires candidates to provide new understandings about a phenomenon to push the boundaries of an intellectual field. ...
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What predicts undergraduates’ student feedback literacy? Impacts of epistemic beliefs and mediation of critical thinking Teach. High. Educ. (IF 2.75) Pub Date : 2023-11-08 Ying Zhan, Zhi Hong Wan, Munty Khon
Student feedback literacy is emphasised in recent literature as a critical attribute of university graduates. Although the impacts of epistemic beliefs on specific dimensions of student feedback li...
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Contemplative pedagogy for positive engagement in online teaching and learning in higher education Teach. High. Educ. (IF 2.75) Pub Date : 2023-11-08 Xinyue Ren
With the growth of online programs in higher education, students are more likely to experience various barriers and challenges while taking online courses, such as social isolation, low motivation,...
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AI amplifies the tough question: What is higher education really for? Teach. High. Educ. (IF 2.75) Pub Date : 2023-11-07 Neil Kramm, Sioux McKenna
The dominant response within higher education to the emergence of free online text- and graphic-generating software has been a concern with identifying AI usage in students’ work. We argue that thi...
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Students’ feedback literacy in higher education: an initial scale validation study Teach. High. Educ. (IF 2.75) Pub Date : 2023-10-17 Svenja Woitt, Joshua Weidlich, Ioana Jivet, Derya Orhan Göksün, Hendrik Drachsler, Marco Kalz
Given the crucial role of feedback in supporting learning in higher education, understanding the factors influencing feedback effectiveness is imperative. Student feedback literacy, that is, the se...
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‘Hope despite all odds’: academic precarity in embattled Ukraine Teach. High. Educ. (IF 2.75) Pub Date : 2023-09-29 Anatoly Oleksiyenko, Serhiy Terepyshchyi
Precarity of the Ukrainian professoriate is a lacuna in the higher education literature. There was no research on this subject before the 2022 Russian invasion of Ukraine. Furthermore, no investiga...
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Student reactions to trauma-related course content Teach. High. Educ. (IF 2.75) Pub Date : 2023-09-28 Jessica D. Cless, Briana S. Nelson Goff
Higher education courses frequently utilize trauma-related content material as part of the curriculum. To reduce the potential for secondary traumatic stress, it has been recommended that instructo...
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Rethinking community-engaged pedagogy through posthumanist theory Teach. High. Educ. (IF 2.75) Pub Date : 2023-09-06 Jialei Jiang, Jason Tham
ABSTRACT This paper presents research on a posthumanist approach for reframing community-engaged pedagogy. We employ posthumanist theory as a way to examine the educational possibilities of ethically engaging with technologies and materials as a means to build and sustain community partnerships for social justice. This research project employs a diffractive inquiry involving interview encounters with
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Multiple aspects of simulation facilitators’ role in higher education: protecting and challenging the learners Teach. High. Educ. (IF 2.75) Pub Date : 2023-08-28 Orna Levin, Merav Esther Hemi, Ronen Kasperski
ABSTRACT Simulation-based learning (SBL) has been the focus of higher-education literature, especially in teacher education and training. Led by a professional facilitator, the SBL process requires learners to step out of their comfort zone. This multiple case-study examines the roles of SBL facilitators to better understand the conditions for creating an optimal learning setting. Triangulation was
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Student-ready critical care pedagogy: a student-centred instructional approach for struggling students Teach. High. Educ. (IF 2.75) Pub Date : 2023-08-25 Amy E. Collins-Warfield, Jera E. Niewoehner-Green, Scott D. Scheer, Kristen J. Mills
ABSTRACT This qualitative case study proposes a pedagogy to support the academic success of students from historically excluded groups (HEGs), e.g. first-generation students, low-income students, and Students of Color, who are struggling academically. We adopted a ‘student-ready’ approach (McNair et al. 2016 McNair, T.B., S.L. Albertine, M.A. Cooper, N.L. McDonald, and T. Major. 2016. Becoming a student-ready
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Generic skills in higher education – teachers’ conceptions, pedagogical practices and pedagogical training Teach. High. Educ. (IF 2.75) Pub Date : 2023-08-18 Tarja Tuononen, Heidi Hyytinen, Katri Kleemola, Telle Hailikari, Auli Toom
ABSTRACT Teachers’ conceptions of teaching play a key role in the pedagogical practices they apply in their teaching. Previous studies of conceptions of teaching generic skills have been mainly qualitative with small samples, and thus there is a need for a more extensive quantitative study. This study investigates the associations between higher education teachers’ conceptions of teaching generic skills
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Faculty beliefs and the need for teaching improvement: a conceptual replication study Teach. High. Educ. (IF 2.75) Pub Date : 2023-08-15 Heather Kanuka, Erika E. Smith, Robert Luth
ABSTRACT This study explores faculty beliefs about teaching and learning in different institutional settings and over time. This study surveyed faculty at two Canadian universities, one research-intensive, the other teaching-intensive, using a conceptual replication of a survey originally administered in 1976. Some results differ from the original survey, but most striking are the similarities. While
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‘It’s a lot of shame’: understanding the impact of gender-based violence on higher education access and participation Teach. High. Educ. (IF 2.75) Pub Date : 2023-08-14 Penny Jane Burke, Julia Coffey, Jean Parker, Stephanie Hardacre, Felicity Cocuzzoli, Julia Shaw, Adriana Haro
ABSTRACT This paper draws on new empirical research examining the impact of gender-based violence (GBV) on students' experiences of higher education. While GBV across the life-course is an extremely prevalent and pressing social problem, it has been invisible within higher education. Indeed, experiences of GBV, which may profoundly shape access to and participation in higher education, are largely
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Teacher experiences with online experiential legal education Teach. High. Educ. (IF 2.75) Pub Date : 2023-08-11 Chevy van Dorresteijn, Frank Cornelissen, Monique Volman
ABSTRACT To gain insight into the potential benefits and shortcomings of online experiential education, seventeen teachers were interviewed who offered online experiential legal education following the COVID-19 pandemic. Juxtaposing the online learning activities with the stages of the experiential learning cycle provided a more detailed understanding of the type of online activities that can induce
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Applying Sadler’s principles in holistic assessment design: a retrospective account Teach. High. Educ. (IF 2.75) Pub Date : 2023-08-10 Jack Walton, Jodie L. Martin
ABSTRACT Holistic assessment is an evaluative approach in which assessors work backwards from an overall appraisal of work to determine the criteria relevant to individual student responses. One of the strongest proponents of this approach in higher education is Royce Sadler, whose theoretical contributions over recent decades provide a strong conceptual rationale for holistic assessment. While Sadler’s
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The climate crisis as a driver for pedagogical renewal in higher education Teach. High. Educ. (IF 2.75) Pub Date : 2023-07-09 Tristan McCowan
ABSTRACT The planetary crisis facing humanity makes essential the incorporation of learning about climate change and sustainability in the university curriculum. Yet the ooting of climate change in values, knowledge systems and societal structures means that this incorporation must be more than just addition of knowledge content into a pre-existing curricular template. This article argues that the
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Why a dispositional view of ecological literacy is needed Teach. High. Educ. (IF 2.75) Pub Date : 2023-07-09 Dennis Koyama, Takehiro Watanabe
ABSTRACT In this Points of Departure, we present four vignettes from our teaching to argue that a dispositional view of ecological literacy is needed for Justice-Based Environmental Sustainability (JBES). Having such a perspective can enable educators to encourage students to learn to develop the habit to critically problematize sustainability (e.g. ‘the sustainability of what values and actions’)
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Teaching just-based environmental sustainability in higher education: generative dialogues Teach. High. Educ. (IF 2.75) Pub Date : 2023-07-09 Greg William Misiaszek, Cae Rodrigues
Published in Teaching in Higher Education: Critical Perspectives (Vol. 28, No. 5, 2023)
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Five moves towards an ecological university Teach. High. Educ. (IF 2.75) Pub Date : 2023-07-09 Ian M. Kinchin
ABSTRACT The shift towards an ecological university may be the key to achieving greater levels of social justice within higher education. This assumes that we could change the root metaphor of higher education – away from the current industrial model that is infused with neoliberal ideology and towards a more sustainable ecological model. This change involves five key moves that require us to: construct
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Contemplative, holistic eco-justice pedagogies in higher education: from anthropocentrism to fostering deep love and respect for nature Teach. High. Educ. (IF 2.75) Pub Date : 2023-07-09 Jing Lin, Amanda Fiore, Erin Sorensen, Virginia Gomes, Joey Haavik, Maha Malik, Shue-kei Joanna Mok, Jordan Scanlon, Emmanuel Wanjala, Anna Grigoryeva
ABSTRACT In this article, we directly address five of the six questions presented by Misiaszek & Rodrigues, including the definition of ‘sustainability’ and ‘development’ in higher education teaching, the politics of teaching, and the responsibilities of teachers within the institution of higher education. We argue for contemplative inquiry and storytelling as epistemology and pedagogy for eco-justice
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The resilience of settler colonialism in higher education: a case study of a western sustainability department Teach. High. Educ. (IF 2.75) Pub Date : 2023-07-09 Haven Bills, Sonja Klinsky
ABSTRACT University-level sustainability education aims to reduce future harm to people and the planet, however, this goal is challenged by the tight relationships between Western academia and settler colonialism (SC). As a process that is predicated upon Indigenous erasure and harmful land relations, SC is antithetical to sustainability goals. This raises questions about how those responsible for
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Beyond colonial futurities in climate education Teach. High. Educ. (IF 2.75) Pub Date : 2023-07-09 Sharon Stein, Vanessa Andreotti, Cash Ahenakew, Rene Suša, Will Valley, Ninawa Huni Kui, Mateus Tremembé, Lisa Taylor, Dino Siwek, Camilla Cardoso, Carolina ‘Azul’ Duque, Shyrlene Oliveira da Silva Huni Kui, Bill Calhoun, Shawn van Sluys, Sarah Amsler, Dani D’Emilia, Dani Pigeau, Bruno Andreotti, Evan Bowness, Angela McIntyre
ABSTRACT Many pedagogies that seek to address the climate and nature emergency (CNE) promise hope and solutions for an idealized future. In this article, we suggest these pedagogies are rooted in the same modern/colonial system that created the CNE and other ‘wicked’ socio-ecological challenges in the first place, and thus they are not well-suited for preparing students to navigate these challenges
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Co-operatives for learning in higher education: experiences of undergraduate students from environmental sciences Teach. High. Educ. (IF 2.75) Pub Date : 2023-07-09 Mariona Espinet, German Llerena, Laísa M. Freire dos Santos, S. Lizette Ramos de Robles, Mariona Massip
ABSTRACT Non-hegemonic perspectives on sustainability are grounded in environmental sustainability based on justice. We argue about the potential of co-operatives for learning framed through degrowth epistemological visions promoting pedagogical changes in Higher Education. The context is a public university in Catalonia (Spain) implementing an innovative teaching methodology merging service learning
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Deconstructing the constraints of justice-based environmental sustainability in higher education Teach. High. Educ. (IF 2.75) Pub Date : 2023-07-09 Sandra Ajaps
ABSTRACT The omission of epistemologies from the Global South inhibits holistic pedagogical approaches for effective sustainability teaching and learning. Employing the theoretical lens of ecology of knowledges, the structures and dynamics that frame and constrain sustainability education in higher education were critiqued. Six constraints of environmental sustainability pedagogies were also deconstructed:
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A slippery cousin to ‘development’? The concept of ‘impact’ in teaching sustainability in design education Teach. High. Educ. (IF 2.75) Pub Date : 2023-07-09 Deanna Meth, Claire Brophy, Sheona Thomson
ABSTRACT In design, aspirations of ‘development’ and ‘innovation’ are now scrutinised to redress persistent market-led practice. Socially and environmentally responsive pedagogies can shift students’ mindsets to consider the impacts of design practices on the planet’s complex systems and societies. At the Queensland University of Technology, Australia, four transdisciplinary experiential ‘Impact Lab’
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Environmental sustainability and social justice in Higher Education: a critical (eco)feminist service-learning approach in sports sciences Teach. High. Educ. (IF 2.75) Pub Date : 2023-07-09 Nuria Cuenca-Soto, Luis Fernando Martínez-Muñoz, Oscar Chiva-Bartoll, María Luisa Santos-Pastor
ABSTRACT Education for environmental and social sustainability in Higher Education requires a new approach that encompasses both care for nature and social inclusion. Ecopedagogy offers a critical framework within which to provide specific teaching and learning initiatives. In particular, this article aims to explore the effects of a critical (eco)feminist approach implemented through a critical feminist
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Reconfiguring environmental sustainability education by exploring past/present/future pedagogical openings with preservice teachers Teach. High. Educ. (IF 2.75) Pub Date : 2023-07-09 Tracy Charlotte Young, Karen Malone
ABSTRACT This research adopts post-qualitative inquiry to trace the teachings and learnings with an environmental sustainability subject for preservice teachers at an Australian university. Humanist discourses of ‘education for sustainability’ and ‘default environmental practices’ often act to heavily stratify educational spaces, becoming obstacles for alternative perspectives. How might novice teachers
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Indigenizing environmental sustainability curriculum and pedagogy: confronting our global ecological crisis via Indigenous sustainabilities Teach. High. Educ. (IF 2.75) Pub Date : 2023-07-09 Jeremy Jimenez, Peter Kabachnik
ABSTRACT This Point for Departure highlights why higher education institutions (HEIs) should integrate Indigenous perspectives in their course offerings, campus management, and scholarly production. Much of HEI's sustainability focus today disproportionately focuses on climate change, which we argue is because its purported solutions actually serve to reinforce, business-as-usual industrial growth
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Representation within the sport management curricula: exploring educators’ decision making-process Teach. High. Educ. (IF 2.75) Pub Date : 2023-06-28 Stacie Jade Gray
ABSTRACT The rise of curricula activist campaigns requires intensified scrutinisation of representation in the curricula. Although case studies represent a key pedagogical tool within management education, representation within case studies and educators’ accompanying decision-making processes are underexplored. Adopting a qualitative research approach, this study interviewed sport management lecturers
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Post-anthropocentric pedagogies: purposes, practices, and insights for higher education Teach. High. Educ. (IF 2.75) Pub Date : 2023-06-22 Helena Pedersen
ABSTRACT What does it mean to teach in higher education (HE) from vantage points that do not privilege human self-interest, but include nonhuman animals as significant subjects of educational practice? This paper addresses human-animal relations as a nascent area of HE pedagogy. It explores premises of, and approaches to post-anthropocentric HE pedagogies through an examination of a wide range of teacher
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Exploring the nexus between assessment, quality and social justice: reflections on remote assessment practices Teach. High. Educ. (IF 2.75) Pub Date : 2023-06-20 Kershree Padayachee, M. Matimolane
ABSTRACT In the shift to Emergency Remote Teaching and Learning (ERT&L) during the Covid-19 pandemic, remote assessment and feedback became a major source of discontent and challenge for students and staff. This paper is a reflection and analysis of assessment practices during ERT&L, and our theorisation of the possibilities for shifts towards sustainable and transformative approaches to assessment
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A scoping review of action research in higher education: implications for research-based teaching Teach. High. Educ. (IF 2.75) Pub Date : 2023-06-18 Ida Bruheim Jensen, Kenan Dikilitas
ABSTRACT Several scholars argue for a closer association between research and teaching in higher education, but it is unclear how research-based teaching can be actualized. Action research (AR) offers designs that position students as actors of the research processes, for example by doing research themselves or co-researching. Therefore, AR and research-based teaching can be considered mutually nested
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Educational expertise as prestige: research-intensive curriculum change Teach. High. Educ. (IF 2.75) Pub Date : 2023-05-25 Camille Kandiko Howson, Martyn Kingsbury
ABSTRACT Institution-wide curriculum change is a costly, time-intensive and politically fraught undertaking. It is a challenge identifying who has responsibility for the curriculum and who is empowered to change it. The unbundling of the traditional tri-partite academic role of teaching, research and service leaves a gap of who in those communities decides what features in the curriculum. Using discourse
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Characteristics of productive feedback encounters in online learning Teach. High. Educ. (IF 2.75) Pub Date : 2023-05-25 Lasse X Jensen, Margaret Bearman, David Boud
ABSTRACT Understanding how students engage with feedback is often reduced to a study of feedback messages that sheds little light on effects. Using the emerging notion of feedback encounters as an analytical lens, this study examines what characterizes productive feedback encounters when learning online. Drawing from a cross-national digital ethnographic dataset, a qualitative analysis categorized
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Enhancing powerful knowledge in undergraduate science curriculum for social good Teach. High. Educ. (IF 2.75) Pub Date : 2023-05-25 Robyn Yucel
ABSTRACT Social realist theorising about curriculum and social justice in higher education has emphasised the importance of providing equity of epistemic access to powerful knowledge. However, there has been little discussion about what constitutes powerful knowledge and how students can use it for social good. In the science disciplines, the traditional undergraduate curriculum is shaped by economic
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Developing as a teacher: changing conceptions of teaching and the challenges of applying theory to practice Teach. High. Educ. (IF 2.75) Pub Date : 2023-05-22 Gwyneth Hughes, David Baume, Ayona Silva-Fletcher, Linda Amrane-Cooper
ABSTRACT This paper reports on the development of a lecturer’s conceptions of teaching through formal training and explores how evolving conceptions of teaching impact on their plans and practices in teaching. In this study, lecturers who are participants in the University of London Postgraduate Certificate in Higher Education (PGCertHE) wrote narratives of their teaching development. The changes are