Maintaining the Demand to Reflect on our Teaching Assumptions

Yesterday, our college had a second Staff Conference - the first time we have had two years in a row with the opportunity for a whole of college day of professional development and conversation.

Last year I presented at the conference, and brought up issues about Western-centric ways of thinking which I felt were problematic - for my own teaching practice rather than for anyone else. I really challenged myself, standing up in front of people who didn't know me well to confront them about reflecting on their practices. I wrote about it in an earlier post last year.

This year's conference was personally challenging for different reasons, but I enjoyed the fact that more of my colleagues had taken up the opportunity to share their thinking, and challenge the rest of us to consider things which we might not yet be considering, but probably should. One thing which still surprises me, but I guess shouldn't surprise me, are the attitudes I heard from some other colleagues about those who stood up to challenge their peers to be more aware of their assumptions, and to be open to reflection. Some of these attitude are defensive, and indignant, and not one's I particularly admire.

Teaching Teachers iPad EdTech - Weaving a multi-stranded base of support.

For the past eight months I have been teaching both young students in a Literature course for International students, and conducting regular Professional Development training sessions on new educational technology for teachers. If had I imagined I would be able to easily transfer my teaching skills across the divide between teaching young people and teaching teachers, I would have been seriously mistaken. Fortunately, as I began my second training role I was completing a Graduate Certificate in Tertiary Teaching, the focus of which is teaching adult learners in tertiary settings. I had already come to the realization that some of the philosophy underlying adult education theories, such as the belief that adult learners are both intrinsically and extrinsically motivated to learn for 'higher reasons,' concerned with their professional identities and personal development, could not necessarily be taken for granted. Teaching already established teachers new things is a deeply challenging task; one which needs careful and nuanced planning and delivery.

Students (and teachers) as Creators of Knowledge with new Educational Technology

A reflection on Mike Neary's "Student as Producer: A Pedagogy for the avant-garde: or, how do revolutionary teachers teach?"

As a tertiary teacher I'm not quite sure why it took me so long to think about pedagogy. My excuse, as I've admitted to myself and others, is that I was not trained to be a teacher while studying for my Ph.D, and not many post-graduates who choose to, or are fortunate enough to remain in academia (depending on your point of view) are given the opportunity to formalise a teaching qualification while taking undergraduate classes on low pay, and further delaying submission day. But I'm thinking a lot about it now, especially as the tides of change have finally rolled in to the safe harbour of my place of employment, and past ways of teaching students seem to be on the way out. An article by McLoughlin and Lee, 2008, really raised my awareness of this issue. See references below.

This change was discomfiting, and is still as the changes are moving relatively slowly for some sections of the tertiary sector. I'm not particularly interested in engaging in a debate with myself about what I imagine my colleagues must think of this change, but would gladly have it with colleagues in person. What I'm interested in is affirming for myself an anchor point - something relatively stable which resides just outside the artifice of negotiating with the hard and soft skills of mastering new technology. This anchor point is the philosophy which shapes the educational experiences I design for my students: it is the pedagogy which guides the way I deliver a curriculum. Without this, all the workshops on effectively using the LMS, and integrating forum posts and online quizzes into classes are just so much hot, gusty, and irritating wind generated from who knows, and who cares where. Without a base of fundamental beliefs about the value of what is being taught, the winds of technological and social change can easily blow you off course.

Talking Pedagogy with Colleagues - A potential minefield

This week I presented a paper on International Pedagogies to my entire faculty at a staff conference. The conference title was "Engaging Students in the 21st Century". I spoke about the intersections of Quality in higher education, and learner-centred teaching theories and practice.

We only teach international students at our college, and this is a cohort of students with unique learning challenges. I talked about some of the recent research looking at the international student experience in Australia; about the need for educators to reflect on their "western" values and assumptions, and about negotiating the ever-changing terrain of ICT in education. I spoke as a student of all these areas of education - as I am undertaking a graduate qualification in tertiary teaching. Many higher education teachers in Australia, and elsewhere I assume, come to their roles with a PhD, but no teaching qualifications. Most of my colleagues are far more experienced than myself, and I was at pains to acknowledge my somewhat novice position. I only ever spoke through the lens of research.

The response was initially very positive, with some good questions from the audience, and some debate about some of the provocative things I discussed. I got good feedback from a handful of people in the lunch break, that my presentation was thought provoking and challenging.

For me the challenge will be to maintain some momentum. A few of us in one department (Literature) are keen to increase collaboration across the different discipline areas in the college. Others are less enthusiastic. My interest is to broaden participation by faculty in conversations around pedagogy, and in collaborative efforts to communicate and share the research interests, teaching approaches, and challenges we all face with this unique group of students. I am realistic enough to see this ideal as an uphill challenge.

No-one likes to have to examine their assumptions, or to reflect too deeply on what they are doing in the classroom. But I feel there is so much going on in the different discipline areas that I want to hear about. The challenge will be getting other teachers to overcome their reservations, and contribute with generosity and in a participatory spirit. There is never enough time, either.

Indeed, the kinds of reflective and collaborative things we should want to cultivate in our students, are exactly the same things educators need to do themselves. Ironically, the barriers to participation among both students and teachers, are identical.