NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1107256
Record Type: Journal
Publication Date: 2015
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1814-6627
EISSN: N/A
Transforming Teaching Challenges into Learning Opportunities: Interdisciplinary Reflective Collaboration
Callaghan, Ronel
Africa Education Review, v12 n4 p599-617 2015
Teaching in higher education poses unique sets of challenges, especially for academics in the engineering, built sciences and information science education disciplines. This article focuses on how reflective collaboration can support academics in their quest to find unique solutions to challenges in different academic contexts. A reflective collaboration framework was applied during a three-year interpretive research process at an Engineering, Information Technology and Built Environment Faculty in a residential research intensive university in South Africa. Interdisciplinary reflective collaboration was found to bring richness and depth into investigations of complex teaching challenges. This framework provides a structure to support the transformation of teaching challenges into learning opportunities through the promotion of dialogue, critique and reflection between engineering and education academics.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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: South Africa
Grant or Contract Numbers: N/A