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Early years and key stage 1 teachers’ attitudes towards outdoor and online play
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From the known to the unknown: The role of spontaneous and self-generated analogies in students’ predictions about novel situations
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Beyond knowledge exchange: doctoral training, collaborative research and reflective pedagogies in human geography
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Abstract:
This paper examines the pedagogies of collaborative doctoral education. Collaborative doctoral studentships link the academy to wider societal concerns and aim to address unease about employability post-PhD. Dominant discourses of collaboration by UK Research and Innovation (UKRI), and its associated research councils, give primacy to importance of knowledge exchange within doctoral education. By drawing on my own experiences of undertaking a collaborative studentship this paper articulates the benefits of a reflective pedagogical approach to collaborative studentships. This reflective pedagogy is both a way in which collective aims are potentially accomplished and an opportunity to understand more about the institutions, systems and environments in which the research relationship is embedded. This approach resonates with participatory geographies literature and this body of work can be drawn on to support collaborative students to explore the relational dynamics of the research process and reflect on the role of the university. A reflective approach highlights the importance of the relationships that are produced through collaborative research and it is by attending to these relationships that collaborative students can understand more about the inner socio-political worlds of both the academy and their non-academic partners.
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Keyword:
L700 Human and Social Geography; X200 Research and Study Skills in Education; X300 Academic studies in Education
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URL: http://nrl.northumbria.ac.uk/id/eprint/46738/ http://nrl.northumbria.ac.uk/id/eprint/46738/1/03098265.2021.pdf https://doi.org/10.1080/03098265.2021.1956882
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L2 English Reading Fluency in Korean Elementary Schools: Analyses of National English Curriculum and Textbooks
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Framing the realities of TESOL practice through a translanguaging lens’
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Everybody’s monkey is important: LEGO® Serious Play® as a methodology for enabling equality of voice within diverse groups
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Discourse Tensions: Professional socialisation into nursing within the university education system
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Reality check: Identity struggle and experiences of NESTs living and teaching abroad
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Building of Academics’ Networks—An analysis based on Causation and Effectuation theory
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Locating methods in ELT education: perspectives and possibilities
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A UK Case Study on Cybersecurity Education and Accreditation
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Barriers and Identified Solutions to the Integration of Digital Technologies in the Classroom: A Case Study of Teachers in Nigeria
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Exploring Saudi EFL teachers’ and learners’ perceptions regarding the application of communicative language teaching (CLT) in the English language classroom
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Prediction-making in novel situations and the role of self-generated analogies
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Puppets and pedagogy in foreign language education: the use of Bloom’s revised taxonomy to model Hispanic puppet theatre as an integrated learning platform
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Students' responses to learning-oriented exemplars: towards sustainable feedback in the first year experience?
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Constructive content-based feedback in EAP contexts: lessons from a cross-border engineering-related pre-sessional course
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An Exploration of the Long-Term Impacts of Short CPD Workshops
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