Kennedy, B. L. and Dana, N. (2022) Taking teacher inquiry into higher education: a dialogue in four parts. College Teaching, 70(1), pp. 111-118. (doi: 10.1080/87567555.2021.1907528)
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Abstract
Practitioner inquiry methodology, applied in primary and secondary schools worldwide, pro- vides a structure for systematic study of an instructor’s own teaching practice in order to address a self-identified instructional dilemma. This methodology holds promise for improv- ing teaching in higher education as well. In this dialogue, two faculty members at research institutions discuss, and give an example of, how practitioner inquiry can improve the schol- arship of teaching and learning in higher education.
| Item Type: | Articles |
|---|---|
| Status: | Published |
| Refereed: | Yes |
| Glasgow Author(s) Enlighten ID: | Kennedy, Professor Brianna L. |
| Authors: | Kennedy, B. L., and Dana, N. |
| College/School: | College of Social Sciences > School of Education > Pedagogy, Praxis & Faith |
| Journal Name: | College Teaching |
| Publisher: | Taylor and Francis |
| ISSN: | 8756-7555 |
| ISSN (Online): | 1930-8299 |
| Published Online: | 06 April 2021 |
| Copyright Holders: | Copyright © 2021 The Authors |
| First Published: | First published in College Teaching 70(1):111-118 |
| Publisher Policy: | Reproduced under a Creative Commons License |
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