Defining pedagogic expertise: Students and new lecturers as co-developers in learning and teaching

Authors

  • Camille Kandiko Howson King's College, London
  • Saranne Weller London South Bank University

DOI:

https://doi.org/10.20343/teachlearninqu.4.2.6

Keywords:

Educational Development, Expertise, Student-faculty Partnership, Teaching Observation, Power Relations

Abstract

This study evaluated a model of student-engaged educational development. Despite widespread commitment to student engagement across many institutional activities, student participation as partners with faculty in teaching and learning enhancement has been identified as a threshold concept for educational development. This study sought not only to establish a student-engaged model of teaching observation in a United Kingdom context, but also to critically examine the ways in which student, faculty, and developer participants conceptualise student expertise in relation to learning and teaching. Concept-map mediated interviews with students and faculty in humanities and healthcare subjects elicited conceptions and comparative knowledge structures of pedagogical intelligence for the purposes of enhancing teaching practice. The outcomes of the study are considered in relation to the theorisation of student engagement with particular focus on perspectives of expertise and power relations.

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Author Biographies

Camille Kandiko Howson, King's College, London

Camille Kandiko Howson is Academic Head of Student Engagement and Senior Lecturer at King’s College London, UK.

Saranne Weller, London South Bank University

Saranne Weller is Director of the Centre for Research Informed Teaching at London South Bank University, UK.

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Published

2016-09-01

How to Cite

Kandiko Howson, Camille, and Saranne Weller. 2016. “Defining Pedagogic Expertise: Students and New Lecturers As Co-Developers in Learning and Teaching”. Teaching and Learning Inquiry 4 (2):50-63. https://doi.org/10.20343/teachlearninqu.4.2.6.

Issue

Section

Articles: Students as Co-Inquirers (Special Section)