Empowerment for Teaching Excellence Through Virtuous Agency by Hennie Lötter

Author:Hennie Lötter
Language: eng
Format: epub, pdf
ISBN: 9783030825119
Publisher: Springer International Publishing

Be fair-minded to expose all your current expectations about students and their learning to critical evaluation and possible creative transformation.

Kahn and Anderson suggest four lenses to assist in these kinds of self-examination to demonstrate that you are both open-minded and fair-minded (Kahn & Anderson, 2019, pp. KL 1868–1881). These lenses proposed by Stephen Brookfield, they argue, can “provide multiple perspectives on who we are and what we do and they can help us take informed actions” (Kahn & Anderson, 2019, pp. KL 1867–1869). Janet Lord in a case study, as quoted by Kahn and Anderson, explains the lenses as follows. The student lens requires university faculty to imagine themselves students’ perspectives, or consult students directly, to determine how students view their teaching and “the power dynamic in the classroom” (Kahn & Anderson, 2019, p. KL 1869). The second lens enables university faculty to evaluate their teaching through the perspective of their “own autobiography as a learner and teacher” (Ibid.). Then university faculty can employ the “lens of colleagues’ experiences and ideas”, by having discussions with colleagues with experience of teaching similar courses to students sharing important characteristics (Ibid.). After such collegial discussions, university faculty can consult scientific literature related to various dimensions of their teaching materials and experience (Ibid.). Through using such lenses, university faculty can critically examine the assumptions that influence their teaching style and practices. In these ways and means, Kahn and Anderson suggest, university faculty “can hunt down your assumptions or the aspects of your teaching that you take for granted” (Kahn & Anderson, 2019, pp. KL 1795-1800).

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