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Working to overcome the fear of student discomfort and peer judgment while teaching for sustainability

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Název: Working to overcome the fear of student discomfort and peer judgment while teaching for sustainability
Autoři: Lévy, L., Glessmer, M.S.
Přispěvatelé: Lund University, Faculty of Engineering, LTH, LTH Profile areas, LTH Profile Area: Water, Lunds universitet, Lunds Tekniska Högskola, LTH profilområden, LTH profilområde: Vatten, Originator, Lund University, Faculty of Engineering, LTH, LTH Profile areas, LTH Profile Area: The Energy Transition, Lunds universitet, Lunds Tekniska Högskola, LTH profilområden, LTH profilområde: Energiomställningen, Originator, Lund University, Faculty of Engineering, LTH, Departments at LTH, Department of Biomedical Engineering, Division of Engineering Geology, Lunds universitet, Lunds Tekniska Högskola, Institutioner vid LTH, Institutionen för biomedicinsk teknik, Avdelningen för teknisk geologi, Originator, Lund University, Faculty of Engineering, LTH, Other operations, LTH, Centre for Engineering Education CEE, Academic Development Unit, Lunds universitet, Lunds Tekniska Högskola, Annan verksamhet, LTH, Centre for Engineering Education CEE, Genombrottet, Originator
Zdroj: Nordic journal of STEM education. 9(3):300-307
Témata: Social Sciences, Educational Sciences, Didactics (including General and Subject Didactics), Samhällsvetenskap, Utbildningsvetenskap, Didaktik (Här ingår: Allmän- och ämnesdidaktik), Natural Sciences, Earth and Related Environmental Sciences, Naturvetenskap, Geovetenskap och relaterad miljövetenskap
Popis: How we teach is strongly influenced by the culture we teach in, especially what (we believe) our colleagues think is good and acceptable. Understanding the reluctance to changes in teaching practice, including fear of disapproval from colleagues and students, investigating and reappraising those fears, and starting to talk about alternative interpretations is a first step towards overcoming the inertia with inhibits changes in teaching practices that are urgently needed for a sustainable future. To start these conversations and work towards change, we here present a teaching situation. A teacher, author 1, stepped out of the culturally accepted role according to feedback from a colleague. Triggered by this feedback, the teacher questioned herself on whether this part of the lecture was appropriate and on how the students perceived the situation, and talked to another colleague, author 2, about the situation. To inform the reflection, we asked students for feedback. We speculate on and discuss the implications of their responses, and invite you to join the conversation.
Přístupová URL adresa: https://doi.org/10.5324/njsteme.v9i3.6304
Databáze: SwePub
Popis
Abstrakt:How we teach is strongly influenced by the culture we teach in, especially what (we believe) our colleagues think is good and acceptable. Understanding the reluctance to changes in teaching practice, including fear of disapproval from colleagues and students, investigating and reappraising those fears, and starting to talk about alternative interpretations is a first step towards overcoming the inertia with inhibits changes in teaching practices that are urgently needed for a sustainable future. To start these conversations and work towards change, we here present a teaching situation. A teacher, author 1, stepped out of the culturally accepted role according to feedback from a colleague. Triggered by this feedback, the teacher questioned herself on whether this part of the lecture was appropriate and on how the students perceived the situation, and talked to another colleague, author 2, about the situation. To inform the reflection, we asked students for feedback. We speculate on and discuss the implications of their responses, and invite you to join the conversation.
ISSN:25354574
DOI:10.5324/njsteme.v9i3.6304