Crawford, RM (2014) A Pedagogic Trinity – Exploring the Art, Craft and Science of Teaching. Journal of Pedagogic Development, 4 (2). pp. 77-84. ISSN 2047-3257

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Abstract

This article aims to convince the reader that teachers in the current Higher Education (HE) climate should be conducting educational research and offers a number of points exploring the potential benefits of regular teacher engagement with current pedagogic literature to inform practice. This article also outlines three streams of teaching practice and asks the reader to identify themselves in any or all of these streams, whilst making the point that all teachers should be engaging in pedagogical research in some form. This paper might be of interest to readers of JPD because it should prompt them to share and submit their good practice. Given that the central premise of this paper is to explore current trends around how and even why HE practitioners engage with pedagogic research, then we should be open to having this question convincingly answered, at least in part. There are a number of reasons why one should: the central argument being…It’s our job!...and, even if this is not strictly speaking the case, this author would propose that as an academic in a dynamic HE environment, it is too good an opportunity to miss for both your own professional development and the betterment of pedagogic practice within your discipline, department, school or unit.

Item Type: Article
Additional Information: © 2014 Russell Crawford
Uncontrolled Keywords: pedagogic research, professional development, pedagogic practice
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Faculty of Medicine and Health Sciences > Institute for Science and Technology in Medicine
Depositing User: Symplectic
Date Deposited: 25 Oct 2016 09:23
Last Modified: 25 Oct 2016 09:29
URI: http://eprints.keele.ac.uk/id/eprint/2342

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