Wilcox 2009

De wikicap


Transformative educational development scholarship: beginning with ourselves

1. Références

  • Référence complète APA : Wilcox, S. (2009). Transformative educational development scholarship: beginning with ourselves. The International Journal for Academic Development, 14, 2, 123-132.



2. Copies

  • Copie physique :



3. Mots-clés


4. Abstract

Self-study is a process of examining our beliefs and actions and exploring questions of practice that arise in particular contexts; the provisional answers we formulate present implications for practice. If we approach self-study guided by an ethic of authenticity, it can be an effective approach to the scholarship of teaching and learning, and has the potential to counter the performative culture of our institutions and transform higher education. The paper provides an introduction to self-study for educational developers who are interested in this challenging yet rewarding approach to scholarly inquiry. Educational developers are encouraged to use self-study to explore, improve - and perhaps transform - their own practice, and to contribute to the growth of academic development as a field of study and practice. Le scholarship du developpement pedagogique visant la transformation : debuter avec nous-memes L'etude de soi (self-study) est un processus nous permettant d'examiner nos croyances et nos actions, et d'explorer des questions pratiques qui surviennent dans des contextes particuliers. Les reponses provisoires que nous formulons nous fournissent des pistes pour la pratique. Si nous approchons l'etude de soi en etant guide par une ethique de l'authenticite, il peut s'agir d'une approche efficace de scholarship de l'enseignement et de l'apprentissage, et avoir le potentiel de faire obstacle a la culture de la performance presente dans nos institutions. Cette approche peut meme transformer l'enseignement superieur. Cet article fournit une introduction a la notion d'etude de soi pour les conseillers pedagogiques qui sont interesses par cette approche de l'enquete academique se voulant a la fois gratifiante mais pleine de defi. Les conseillers pedagogiques sont encourages a utiliser l'etude de soi pour explorer, ameliorer - et peut-etre transformer - leur propre pratique, et contribuer a la croissance du developpement pedagogique en tant que champ d'etude et de pratique.



5. Résumé (facultatif)

"In this paper I argue that self-study is a worthwhile undertaking for individual educational developers... I will begin by reflecting on what we mean by transformation, and will then introduce self-study as a possible route (though fraught with risks) to transformation."


Introducing self-study

  • "A self-study invites us to consider ‘who we are’ and ‘what we do’, ‘what we know’ and ‘how we know it’ (Samaras & Freese, 2006)."
  • "Probably the single most important aspect of an effective self-study is its use of critical reflection. Self-study invites us to engage consciously and intentionally in the self-reflective process that characterizes transformative learning experiences"
  • "Self-study incorporates – yet takes us beyond – reflective practice. Loughran and Northfield (1998) argue that self-study takes the personal processes involved in reflective practice and makes them public"
  • "There is no single way of conducting a self-study, no one best method to use. (...) Self-studies may be conducted using imagery, metaphor, mapping, art-making, drama and music, role-play, ritual and contemplative practices. Other methods include discussion and group work/dialogue, writing (i.e. memoir, autobiography, fiction, poetry) and using texts."
  • "Self-studies may be conducted by individuals or they may be collaborative"



Barriers to self-study in the academy

"yet there are barriers – some more significant than others" :

  • identité professionnelle : implique une remise en question de son identité professionnelle qui peut être inconfortable pour ceux qui ne sont pas encore à 100% à l'aise avec la fonction (prof ou CP)
  • relation : "The task of facilitating self-study demands a very special caring relationship between the facilitator and the scholar, yet universities are not places where such relationships are valued. We can choose to develop our relational skills (our own self-studies are particularly useful in this regard), but our efforts to improve in this area are unlikely to be rewarded in the academy"
  • valorisation : "when we facilitate self-study, our focus on the individuals who own the study keeps us in the background. For these reasons, there is a real risk that the valuable work of the facilitator will be unseen, not protected or supported."
  • communication : "Open and honest dialogue is a necessary condition for transformative self-study (...) But the learning process is a risky one, with the potential for miscommunication and misinterpretation among those with different values and backgrounds."
  • support : il faut soutenir ceux qui font la démarche et prennent le risque d'une démarche réflexive de ce type.
  • compétitivité : le côté compétitif de l'environnement peut également faire obstacle. Compétitivité et authenticité ne sont pas des valeurs compatibles.



Committing to self-study

  • Knowing ourselves : "Most of us are familiar with the idea that it is a good thing to know who we are, as much as this is possible, because we bring ourselves, to a greater or lesser degree depending on circumstances, to our professional roles."
  • Managing ourselves : "Ultimately, self-knowledge is not enough to enable transformation – it is also necessary to change those things that work against transformation, such as everyday habits, patterns of interpersonal relationships, community and organizational structures, etc."
  • Re-creating ourselves : "This typically involves re-visioning our professional roles and responsibilities, for example, or rewriting and pursuing new professional career narratives."
  • Caring for ourselves : "We need to take seriously the affective, intuitive, extra-rational and intensely personal and interpersonal aspects of self-study. (...) in taking on self-study, we must be prepared to care for ourselves and to accept the care of others when it is offered"



Doing self-study

"A gradual, staged approach to implementation is usually more rewarding than a sudden, intense immersion in a full-blown study. I have developed a three-part framework.." :



Preparing for self-study

  • identifier notre style / nos préférences d'apprentissage
  • rechercher des ressources
  • réfléchir à nos centres d'intérêt et entrer en contact avec d'autres partageant les mêmes



Engaging in self-study

  • "At the next stage, we are ready to plan an informal, small-scale study."
  • "Rather than beginning with a problematic situation, I prefer first to focus my critical gaze on something I am currently doing that seems to be working well."
  • "Of course, a successful self-study begins with a good issue or question."
  • "I have found that self-studies are most rewarding when:"
    • they are about something I care about
    • and something I have personal experience with
    • I do not begin with an ‘answer’ to my question
    • (I) am prepared to be surprised by what I learn;
    • the learning will have practical implications – for me and my practice
    • the topic is relevant to colleagues in similar circumstances
  • Use whatever method works!
  • Our self-studies may be conducted alone or in collaboration with others.
    • independent self-study : journaling, portfolio, evaluating our practices against set criterias...
    • collaborative self-study : action-learning networks, discussion groups, peer feedback, peer mentoring...



From study to scholarship

  • "At some point, we will feel ready to engage in more formal self-studies"
  • "Scholars should be able to clearly

describe how their self-study outcomes may contribute to a scholarly field of practice, in this case, the ‘field’ of educational development."



Conclusion

"Self-study is well suited to a scholarly approach to educational development, allowing us to contribute to the ‘discipline’ of educational development and to improve our own practice."



6. Apports et critiques

  • Côté faiblesses :
    • le concept central de "self study" n'est jamais réellement défini ni situé par rapport à des concepts proches comme la réflexivité.
    • les conseils sont souvent trop vagues et généraux
  • Apports :
    • la partie sur les obstacles au "self-study" est intéressante
    • biblio anglo-saxonne sur le dév professionnel avec de nombreux titres rarement cités chez nous




7. Voir aussi

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