Cultivating the Cultivators: Peer Mentorship as a Means of Developing Citizen Scholars in Higher Education
This chapter responds to the call to re-imagine higher education in a time of disruption and the decline of content’s primacy in a mediated world. It starts by proposing that we expand the focus of who we consider to be the students we prepare for work and scholarship. I argue that postgraduate peer mentors are simultaneously both valuable and vulnerable members of the community of practice (Lave and Wenger, 1991) within the university but they are often overlooked as newcomers to teaching practice. This is a lost opportunity, and in this chapter, I outline a project that explored how peer mentors learn to teach without formal pedagogic instruction. This project was premised on Lee Shulman’s (1987) idea that Pedagogic Content Knowledge (PCK) is a more desirable attribute in teachers than content knowledge alone.
KeywordsHigh Education Content Knowledge Pedagogic Content Knowledge Assessment Task Novice Teacher
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