Advanced

Didactic Reasoning in Academic Teacher Development : Towards a New Understanding of Teacher Training for Academics

Aldrin, Viktor LU (2015)
Abstract
Academic teacher development is an educational meeting place for academics already practising the art of teaching. Yet, it is in courses for this development that academics are supposed to be taught how to teach and how to improve their teaching skills. In my article I propose a new conceptual methodological framework for teaching teachers how to teach – Didactic Reasoning. Its foundation can be traced to pragmatist philosophy and interfaith dialogue in theology. The key aspect of Didactic Reasoning is to make university teachers better teachers by the development of a didactic voice and the courage to try this voice in teaching activities. This is done through intersubjective meetings between academics to develop a respect for the... (More)
Academic teacher development is an educational meeting place for academics already practising the art of teaching. Yet, it is in courses for this development that academics are supposed to be taught how to teach and how to improve their teaching skills. In my article I propose a new conceptual methodological framework for teaching teachers how to teach – Didactic Reasoning. Its foundation can be traced to pragmatist philosophy and interfaith dialogue in theology. The key aspect of Didactic Reasoning is to make university teachers better teachers by the development of a didactic voice and the courage to try this voice in teaching activities. This is done through intersubjective meetings between academics to develop a respect for the ‘teaching-other’ in their colleagues and through the use of practice-focused themed conversations led by teacher educators. (Less)
Please use this url to cite or link to this publication:
author
publishing date
type
Non-textual form
publication status
published
subject
keywords
interfaith dialogue, intersubjectivity, didactic reasoning, academic development programmes
categories
Higher Education
publisher
Enheten för pedagogisk utveckling och interaktivt lärande (PIL), Göteborgs universitet
language
English
LU publication?
no
id
bb019d4f-2a76-419c-b03a-6e5e980b79b6 (old id 7864927)
alternative location
http://pil.gu.se/digitalAssets/1540/1540340_aldrin-didactic-reasoning-in-academic-teacher-development-2015.pdf
date added to LUP
2015-09-15 11:00:54
date last changed
2016-07-01 11:15:00
@misc{bb019d4f-2a76-419c-b03a-6e5e980b79b6,
  abstract     = {Academic teacher development is an educational meeting place for academics already practising the art of teaching. Yet, it is in courses for this development that academics are supposed to be taught how to teach and how to improve their teaching skills. In my article I propose a new conceptual methodological framework for teaching teachers how to teach – Didactic Reasoning. Its foundation can be traced to pragmatist philosophy and interfaith dialogue in theology. The key aspect of Didactic Reasoning is to make university teachers better teachers by the development of a didactic voice and the courage to try this voice in teaching activities. This is done through intersubjective meetings between academics to develop a respect for the ‘teaching-other’ in their colleagues and through the use of practice-focused themed conversations led by teacher educators.},
  author       = {Aldrin, Viktor},
  keyword      = {interfaith dialogue,intersubjectivity,didactic reasoning,academic development programmes},
  language     = {eng},
  publisher    = {Enheten för pedagogisk utveckling och interaktivt lärande (PIL), Göteborgs universitet},
  title        = {Didactic Reasoning in Academic Teacher Development : Towards a New Understanding of Teacher Training for Academics},
  year         = {2015},
}