Teachers' design knowledge, epistemic fluency and reflections on students' experiences

Printer-friendly versionPrinter-friendly version

Permanent URL for this page: http://hdl.voced.edu.au/10707/96576.


Author: Goodyear, Peter; Markauskaite, Lina

Abstract:

This paper presents a novel line of research into university teachers' thinking about some of the design-like aspects of teaching. The research investigates teachers' talk about educational design issues and about how they integrate different forms of knowledge and ways of knowing when they are reflecting on their teaching experiences and making decisions about how to improve their teaching. We use the term 'epistemic fluency' to describe the abilities, predispositions and practices involved in combining multiple ways of knowing. We argue that epistemic fluency can be observed in many areas of professional practice, that it is not sensible to see educational practice as something founded on a single, coherent epistemology, and that university teachers - like other people - should be seen as capable of working fluently with apparently conflicting ways of knowing. On this view, epistemological beliefs are not fixed traits but reconfigurable mental resources. In this paper we draw on a series of eight interviews we conducted with one university teacher, focusing on design decisions they had made or were considering. The interview transcripts are used to illustrate different kinds of knowledge that appeared in the teacher's talk. A striking feature of the interview transcripts is the extensive reference the teacher makes to their students' experiences. Much of the knowledge the teacher appears to work with, in discussing design decisions, is refracted through their students' experiences. We discuss some of the implications of this conception of epistemic fluency in 'teaching-as-design' for the improvement of educational practice as well as for future research.

Published abstract.

  [-] Show less

This paper presents a novel line of research into university teachers' thinking about some of the design-like aspects of teaching. The research investigates teachers' talk about educational design issues and about how they integrate different forms of knowledge and ways of knowing when they are reflecting on their teaching experiences and making decisions about how to improve their teaching. We use the term 'epistemic fluency' to describe the abilities, predispositions and practices involved in combining multiple ways of knowing. We argue that epistemic fluency can ...  [+] Show more

Subjects: Students; Higher education; Skills and knowledge; Teaching and learning; Research; Providers of education and training

Keywords: University; Interview; Teachers

Geographic subjects: Oceania; Australia

Published: Sydney, New South Wales: HERDSA, 2009

Physical description: 10 p.

Access item:
http://www.herdsa.org.au/wp-content/uploads/conference/2009/papers/HERDSA2009_Goodyear_P.pdf
Request Item from NCVER

Conference name: HERDSA (Higher Education Research and Development Society of Australasia) Conference

Number: 32nd

Date: 2009

Place: Darwin, Northern Territory

Statement of responsibility: Peter Goodyear, Lina Markauskaite

Resource type: Conference

Call Number:
TD/TNC 97.411



NCVER Author-Date style

 
Citation only
Full record
End Note
Plain Text
Rich Text
MS Word
 
 

 

Download