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Abstract

This chapter describes the foundational tenets of a pedagogy of induction, which was developed through a design-based research approach that investigated and advanced the effectiveness of five teaching-learning projects. A model of critical refection, which was used to inform the teaching-learning projects as well as the research, enables an unpacking of the pedagogy through a researcher conversation. In doing this, the chapter provides insights into how the teaching-learning projects were established and highlights the multiple ways in which collaborative critical reflection can facilitate a rethinking of practice, a reimagining of future practice and a thinking forward to new projects and new theories.

Keywords

critical reflection Discourse funds of knowledge pedagogy of induction social interactions transformative learning 

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Copyright information

© Robyn Henderson and Karen Noble 2015

Authors and Affiliations

  • Robyn Henderson
    • 1
  • Karen Noble
    • 1
  1. 1.University of Southern QueenslandAustralia

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