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ERIC Number: EJ1085350
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-0316-1218
Addressing the Needs of Doctoral Students as Academic Practitioners: A Collaborative Inquiry on Teaching in Higher Education
Starr, Lisa J.; DeMartini, Ashley
Canadian Journal of Higher Education, v45 n3 p68-83 2015
This paper presents preliminary findings from a pilot study whose purpose was to explore how we, a tenure-track faculty member and a doctoral student, understood and developed our teaching practice when engaged in a formal faculty-student relationship. Using a hybrid of collaborative inquiry and collaborative self-study--which included verbal and written dialogue, interrogation, as well as observation--we sought to understand how that formal faculty-student relationship promoted the development of strong teaching pedagogy. The motivation for this study was a commitment to fostering high-quality teaching in undergraduate courses in our faculty of education. Driving this study was the research question: How are we investigating and improving upon our practices as teachers in post-secondary education?
Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://csshe-scees.ca/publications/canadian-journal-of-higher-education/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada (Montreal)