ERIC Number: EJ901627
Record Type: Journal
Publication Date: 2007
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1052-4800
EISSN: N/A
Practice-as-Inquiry in Higher Education
Johnson, Genevieve Marie
Journal on Excellence in College Teaching, v18 n2 p27-40 2007
Practice-as-inquiry refers to the blending of instructional practice with systematic curricular inquiry. College and university teachers, while experts in their disciplines, typically are not specialists in instructional practice. Practice-as-inquiry (also referred to as teacher-as-researcher) may function as a mechanism of continuous teaching improvement in the context of higher education. The author presents a three-phase approach to practice-as-inquiry: identification of an instructional concern and plan of action, plan implementation and data collection, and data interpretation and instructional decisions. She argues that practice-as-inquiry can be applied across academic disciplines and illustrates its utility and applicability with examples from dentistry and information management courses. (Contains 1 figure.)
Descriptors: Curriculum Development, Higher Education, Dentistry, Data Interpretation, Teaching Methods, Inquiry, College Faculty, Teacher Researchers, Teacher Improvement, Action Research, Data Collection, Observation, Questionnaires, Interviews, Case Studies, Comparative Analysis, Journal Writing, Reflection
Miami University. 303 South Patterson Avenue, Oxford, OH 45056. Tel: 513-529-9265; Fax: 513-529-9264; Web site: http://www.muohuo.edu/ject
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A