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  • 1
    Online Resource
    Online Resource
    Unveiling the professional attributes of university teachers
    University of the Western Cape Library Service ; 2021
    In:  Critical Studies in Teaching and Learning Vol. 9, No. SI ( 2021)
    Details
    In: Critical Studies in Teaching and Learning, University of the Western Cape Library Service, Vol. 9, No. SI ( 2021)
    Abstract: This article derives from a collaborative higher education project, conceptualised, and implemented by academics from seven South African universities. These academics are members of the South African Teaching Advancement at University (TAU) Fellowship. The project has its roots in the Department of Higher Education’s National Framework for Enhancing Academics as University Teachers, which identifies six leverage points or ‘imperatives for action’, one of which is the imperative to develop expectations (attributes) of academics in their role as university teachers. TAU Fellows engaged in the collaborative enquiry over a period of three years, appropriating a conceptual framework posited by Henry Giroux, of teachers as transformative intellectuals. In this article, each author reflects on his/her own scholarship of teaching and learning (SoTL) endeavours, which provided the conceptual tools to illuminate what for them and the group, are valuable professional attributes. The metaphor of the Baobab tree is appropriated to signify ‘rhizomatic thinking’, which portrays teaching as subconscious, subversive, non-linear, multi-directional, serendipitous, esoteric, dynamic, unbounded, unpredictable, adaptive, and non-hierarchical. This SoTL enquiry enabled the TAU group to unveil and declare their professional attributes as they made public their praxis. The attributes include academics as imbued with the capacity for critical thinking and actively promoting critical thinking amongst their students; as active learning mediators; as responsive, innovative, and relevant curriculum designers; and as engaged professionals. Appreciation of the article is enhanced when the reader first views this video https://youtu.be/yoA9guMut-8.
    Type of Medium: Online Resource
    ISSN: 2310-7103
    URL: Issue
    URL: Journal
    URL: Article
    DOI: 10.14426/cristal.v9iSI
    DOI: 10.14426/cristal
    DOI: 10.14426/cristal.v9iSI.330
    Language: Unknown
    Publisher: University of the Western Cape Library Service
    Publication Date: 2021
    detail.hit.zdb_id: 2755353-X
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    Online Resource
  • 2
    Online Resource
    Online Resource
    The Pedagogies for critical agency: Portals to alternative futures
    University of the Western Cape Library Service ; 2021
    In:  Critical Studies in Teaching and Learning Vol. 9, No. SI ( 2021)
    Details
    In: Critical Studies in Teaching and Learning, University of the Western Cape Library Service, Vol. 9, No. SI ( 2021)
    Abstract: ‘Pedagogies in context’ are explored through a national project working with academic staff developers and new academics' induction and transitioning into higher education. Causal-layered analysis is used to explore the interplay between academic staff, institutional development, and contextual influences in shaping professional learning processes. Data generated by the project’s steering committee (SC) reflects on pedagogical encounters with the NATHEP participants and conference delegates (HELTASA, 2019). The outcomes of each intervention were compared by reflecting on who was in the room and how epistemological and ontological depth in each engagement was achieved. The study was guided by whether pedagogies are mobile and agile, irrespective of context. The SC asserts that pedagogies in context are relative to the participants, purpose and the project embedded in a specific context to achieve the epistemological, ontological, methodological, and axiological breadth and depth required. The portability of pedagogies from one context to another depends on aspects intrinsic to knowledge generation, transformation and decolonisation, engagement, being and becoming, and socio-cultural and historical conditions. This is also incumbent on the agility and flexibility of facilitators to adapt their repertoire to draw on a suite of contextually relevant pedagogical approaches.
    Type of Medium: Online Resource
    ISSN: 2310-7103
    URL: Issue
    URL: Journal
    URL: Article
    DOI: 10.14426/cristal.v9iSI
    DOI: 10.14426/cristal
    DOI: 10.14426/cristal.v9iSI.336
    Language: Unknown
    Publisher: University of the Western Cape Library Service
    Publication Date: 2021
    detail.hit.zdb_id: 2755353-X
    Location Call Number Limitation Availability
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    Online Resource
  • 3
    Online Resource
    Online Resource
    Engaging knowledge and the knower: Design considerations for emerging modes of academic staff development
    University of the Western Cape Library Service ; 2021
    In:  Critical Studies in Teaching and Learning Vol. 9, No. SI ( 2021)
    Details
    In: Critical Studies in Teaching and Learning, University of the Western Cape Library Service, Vol. 9, No. SI ( 2021)
    Abstract: Curriculum design is a complex undertaking that requires both epistemological and ontological work. While there is an increased need for academics to develop and strengthen their capacity to design curricula, particularly in the context of Universities of Technology, which have gone through an intense period of identity finding and re-curriculation, there is little support for academics involved in this kind of work. This paper reflects on four iterations of an academic staff development intervention aimed at supporting academics engaged in curriculum design and renewal, with a particular focus on designing flexible curricula. Using a learning design model along with eleven design considerations developed by Gachago, et al. (2020) for online academic staff development and Maton’s Legitimation Code Theory – in particular the dimension Specialization - we show how curriculum work and learning design is iterative, contextual and messy. Most importantly, it is relational and involves collective sense-making. We recommend that each context needs to be carefully considered when designing courses, both face-to-face and online, and design considerations (such as motivation, facilitation, structuredness, level of collaboration) impact strongly on participants’ engagement and consequently experiences.
    Type of Medium: Online Resource
    ISSN: 2310-7103
    URL: Issue
    URL: Journal
    URL: Article
    DOI: 10.14426/cristal.v9iSI
    DOI: 10.14426/cristal
    DOI: 10.14426/cristal.v9iSI.476
    Language: Unknown
    Publisher: University of the Western Cape Library Service
    Publication Date: 2021
    detail.hit.zdb_id: 2755353-X
    Location Call Number Limitation Availability
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    Online Resource
  • 4
    Online Resource
    Online Resource
    A translanguage pedagogy to promote Biotechnology concept engagement and academic literacy in a linguistically-diverse university context
    University of the Western Cape Library Service ; 2021
    In:  Critical Studies in Teaching and Learning Vol. 9, No. SI ( 2021)
    Details
    In: Critical Studies in Teaching and Learning, University of the Western Cape Library Service, Vol. 9, No. SI ( 2021)
    Abstract: Following the call for transformation, higher education institutions in South Africa were required to promote and implement indigenous languages in teaching and learning. This has led to various strategies and resources being explored and implemented, multilingual glossaries among them. In science, where English remains the global means of communication, our experience has been that such interventions are often underutilized. A more inclusive, holistic pedagogy is required to adequately prepare students, especially non-English speakers, for international scientific engagement. One such pedagogy is presently proposed and tested. Its purpose is to harness the dominant language - that which is most active in the learners’ minds - to first promote epistemological access to difficult scientific concepts, and after concept acquisition, develop the required English, scientific, and academic literacy. Biotechnology undergraduate students at Cape Peninsula University of Technology (CPUT) - many of whom are international - reported enhancing their learning experience and recognised the significance of their dominant language in deep learning as a result of this translanguage pedagogy. Such a pedagogy demonstrates that multilingualism, far from being viewed as an impediment to teaching and learning, should be seen as a rich resource that needs to be harnessed to facilitate epistemic access, cognitive development, transformation, social cohesion, and respect for all languages.
    Type of Medium: Online Resource
    ISSN: 2310-7103
    URL: Issue
    URL: Journal
    URL: Article
    DOI: 10.14426/cristal.v9iSI
    DOI: 10.14426/cristal
    DOI: 10.14426/cristal.v9iSI.339
    Language: Unknown
    Publisher: University of the Western Cape Library Service
    Publication Date: 2021
    detail.hit.zdb_id: 2755353-X
    Location Call Number Limitation Availability
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    Online Resource
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