Description:
In this paper I report on a project designed to enhance student teacher engagement in learning by developing an explicit pedagogy of affective learning, traditionally ignored in teacher education as discipline-based studies have dominated the field. Strategies investigated are based on reading engaged on affective levels, intertwined with current approaches to academic reading, with metacognitive responses recorded by the students as part of student evaluation of their own learning. Reading has been structured around literature reading circles (affective reading component), and academic reading circles (professional reading component). The project uses strategy in relation to the identifiable stages in a teaching sequence which help students to realise a learning goal, so that they use learning strategies and respond to teaching strategies that scaffold their learning. The reading program pushes the boundaries of their discipline-based learning, engaging what Schön refers to as ‘indeterminate zones of practice’ as giving an affective dimension, having wider implications for student engagement in discipline-based units than straight academic encounters with discipline-based literature allows. The reading is designed to integrate discipline-based knowledge, the implications of this for professional lives, and the affective dimensions of professional practice. The results of this project indicate that, according to student evaluations, their capacities for self monitoring and self evaluation was enhanced at the same time as their own engagement with relevant literature deepened their understandings of issues that emerged from that engagement.
Description:
In this paper I report on a project designed to enhance student teacher engagement in learning by developing an explicit pedagogy of affective learning, traditionally ignored in teacher education as discipline-based studies have dominated the field. Strategies investigated are based on reading engaged on affective levels, intertwined with current approaches to academic reading, with metacognitive responses recorded by the students as part of student evaluation of their own learning. Reading has been structured around literature reading circles (affective reading component), and academic reading circles (professional reading component). The project uses strategy in relation to the identifiable stages in a teaching sequence which help students to realise a learning goal, so that they use learning strategies and respond to teaching strategies that scaffold their learning. The reading program pushes the boundaries of their discipline-based learning, engaging what Schön refers to as ‘indeterminate zones of practice’ as giving an affective dimension, having wider implications for student engagement in discipline-based units than straight academic encounters with discipline-based literature allows. The reading is designed to integrate discipline-based knowledge, the implications of this for professional lives, and the affective dimensions of professional practice. The results of this project indicate that, according to student evaluations, their capacities for self monitoring and self evaluation was enhanced at the same time as their own engagement with relevant literature deepened their understandings of issues that emerged from that engagement.
Description:
In this chapter we focus on discursive practices of research higher degree supervision as crucial elements in constructs of international student subjectivities when undertaking studies in Australian universities. We position our discussion within an Australian context, but we would argue that the issues we raise regarding the supervision of such students are applicable to other western English-speaking countries that attract international Higher Degree Research students. In doing so, we focus on discursive fields emerging within domains of internationalization, globalization, and resistance. We examine processes and protocols in a number of Australian universities postgraduate divisions’ practices in the conduct of research higher degree supervision—in the context of increasing pressures towards internationalization within frameworks of globalizing influences. We take issue with western custom and tradition as privileged within the field of supervision of research higher degree students. We suggest variations of supervision of International candidates as intentional and systematic interventions, based on literature deriving from existing research of supervision which acknowledges the problematic natures of cultural relationships in relation to teaching, learning, and knowledge production, and student resistance within these fields. We examine issues of discursive practices and the problematic natures of power relationships in supervisor/supervisee protocols and possibilities suggested by alternative models of higher degree by research supervision of international students.