| Autor: |
Erickson, M. G., Guberman, D., Karcher, E. L. |
| Předmět: |
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| Zdroj: |
NACTA Journal; Nov2019-Oct2020, Vol. 64, p214-223, 10p |
| Abstrakt: |
This qualitative study documented student and teaching assistant perceptions of a partnership program implemented in an introductory animal sciences course. To counteract the dominance of teacher-focused pedagogies in the department, the program fostered partnership between undergraduate and graduate teaching assistants (TAs) and faculty to design and facilitate interactive, student-centered laboratories. Students and TAs described experiencing cognitive dissonance in actively renegotiating disciplinary culture surrounding teaching practices. However, participants also described the development of meaningful relationships through the shared vulnerability of occupying the ambiguous liminal space. Future programs providing more opportunities for open discussion and reflection may further advance shared understanding. In disciplinary contexts such as animal sciences--where learner-centered, holistic views of engagement are countercultural--pedagogical partnership can facilitate significant steps toward the development of meaningfully-situated, learnercentered pedagogies and support engagement in academic communities. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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