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Mapping pedagogic frailty in geography education: a framed autoethnographic case study

Kinchin, Ian and Francis, RA (2016) Mapping pedagogic frailty in geography education: a framed autoethnographic case study Journal of Geography in Higher Education, 41 (1). pp. 56-74.

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Abstract

Pedagogic frailty has been proposed as a unifying concept that may help to integrate institutional efforts to enhance teaching within universities by helping to maintain a simultaneous focus on key areas that are thought to impede the development of pedagogy. These areas and the links that have been proposed to connect them are interrogated here through the analysis of an autoethnographic narrative produced by a community “insider” who has considerable experience of teaching and researching geography. This personcentred methodology acknowledges the subjective nature of teaching, gives voice to important stories that might not otherwise be heard formally and provides a case study that can been used as an exemplar to promote institutional dialogue about quality enhancement and the student experience. The findings from this case study suggest that colleagues may be able to repurpose disciplinary concepts to help make sense of the learning and teaching discourse.

Item Type: Article
Subjects : Higher Education
Divisions : Department of Higher Education
Authors :
NameEmailORCID
Kinchin, Iani.kinchin@surrey.ac.ukUNSPECIFIED
Francis, RAUNSPECIFIEDUNSPECIFIED
Date : 12 October 2016
Identification Number : 10.1080/03098265.2016.1241988
Copyright Disclaimer : This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Geography in Higher Education on 12 October 2016, available online: http://www.tandfonline.com/10.1080/03098265.2016.1241988
Uncontrolled Keywords : Autoethnography, concept mapping, exaptation, pedagogy, resilience
Additional Information : Full text not available from this repository.
Depositing User : Symplectic Elements
Date Deposited : 21 Feb 2017 17:13
Last Modified : 06 Jul 2017 11:07
URI: http://epubs.surrey.ac.uk/id/eprint/813590

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