Scholarship of teaching and learning; SoTL; feedback; développement pédagogique; Potter and Kustra; staff training; Feedback premier bac; David Nicol; reflective practitioner
Abstract :
[en] This chapter documents the design, management and effect of a project to promote “Scholarship of Teaching and Learning” (SoTL) among two groups of teachers at the University of Liège (Belgium). Through a combination of collective “moments” and individual tutoring, members of faculty have engaged, over the course of two years, in a process of reflection andaction targeting their feedback practices. By analyzing interviews conducted with participants, this chapter compares initial expectations built into the project by staff developers with how it actually unfolded, and how the members of faculty involved experienced it. This data outlines success factors, impediments and recommendations related to implementating this type of approach for combining individual and collective opportunities to develop aspects of SoTL.
Disciplines :
Education & instruction
Author, co-author :
Verpoorten, Dominique ; Université de Liège > IFRES : Pédagogie de l'Enseignement supérieur
Reference in APA: Verpoorten, D, Leduc, L., Mohr, A., Marichal, E, Duchâteau, D, & Detroz, P. (2019). “Feedback First year – A critical review of the strengths and shortcomings of a collective pedagogical project”. In J. Friberg & K. McKinney (Eds.), Applying the Scholarship of Teaching and Learning Beyond the Individual Classroom (pp.162-181). Bloomington, USA: Indiana University Press.