Proposal Title
A Student-Faculty Partnership Aimed at Enhancing Teaching Practice Using Critical Reflection
Abstract
This presentation describes a student-faculty partnership between an undergraduate teacher education student and a professor of teacher education. This faculty-centric partnership aimed to enhance the professor’s critical reflection of his pedagogy in an introduction teacher education course. Student and faculty insight are given about the process employed, outcomes of teaching and learning, and the complexities with student-faculty working relationships stemming from power dynamics. Recommendations are provided for faculty and students looking to engage in similar collaborations. The partnership centers on defining partner-roles, utilizing video, and addressing power dynamics between students and faculty within higher education. These partnerships are one way for improving the quality of instruction in higher education. They require minimum financial resources and can enhance faculty pedagogy, which will benefit current and future students. Presenters encourage faculty and students who are interested in engaging in these types of partnerships to attend this talk. There may be opportunities for faculty and students to receive support and resources for carrying out these partnerships during the fall of 2019.
Start Date
27-3-2019 11:00 AM
End Date
27-3-2019 11:50 AM
Room Number
U-Hall 3-100
Presentation Type
Paper
Disciplines
Curriculum and Instruction | Education | Higher Education
A Student-Faculty Partnership Aimed at Enhancing Teaching Practice Using Critical Reflection
This presentation describes a student-faculty partnership between an undergraduate teacher education student and a professor of teacher education. This faculty-centric partnership aimed to enhance the professor’s critical reflection of his pedagogy in an introduction teacher education course. Student and faculty insight are given about the process employed, outcomes of teaching and learning, and the complexities with student-faculty working relationships stemming from power dynamics. Recommendations are provided for faculty and students looking to engage in similar collaborations. The partnership centers on defining partner-roles, utilizing video, and addressing power dynamics between students and faculty within higher education. These partnerships are one way for improving the quality of instruction in higher education. They require minimum financial resources and can enhance faculty pedagogy, which will benefit current and future students. Presenters encourage faculty and students who are interested in engaging in these types of partnerships to attend this talk. There may be opportunities for faculty and students to receive support and resources for carrying out these partnerships during the fall of 2019.
