Engaged Pedagogy Dialogue and Critical Reflection
This article challenges faculty to adopt “engaged pedagogies” that are grounded in dialogue and critical reflection. It first situates this challenge in the academic culture where the scholarship of teaching is given little attention. Then it highlights the importance of conversation, a fundamental...
| Autor principal: | |
|---|---|
| Tipo de documento: | Recurso Electrónico Artigo |
| Idioma: | Inglês |
| Verificar disponibilidade: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Publicado em: |
1999
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| Em: |
Teaching theology and religion
Ano: 1999, Volume: 2, Número: 3, Páginas: 129-136 |
| Acesso em linha: |
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| 520 | |a This article challenges faculty to adopt “engaged pedagogies” that are grounded in dialogue and critical reflection. It first situates this challenge in the academic culture where the scholarship of teaching is given little attention. Then it highlights the importance of conversation, a fundamental aspect of dialogue, and develops the radical character of dialogical teaching. The article then turns to ways in which critical reflection might foster dialogue. | ||
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