In search of a personal pedagogy: A Self-Study narrative on the use of Inquiry Based Learning by an early career lecturer
DOI:
https://doi.org/10.14297/jpaap.v8i1.424Keywords:
SEFL-STUDY, INQUIRY BASED LEARNING, EARLY CAREER LECTURER, ACADEMIC IDENTITY, HIGHER EDUCATIONAbstract
This paper presents a Self-Study of my quest for a personal pedagogy as a HE lecturer in my first year of teaching. I experimented with the application of Inquiry Based Learning as a teaching method of active learning pedagogy. The influence of the experiences of choice and implementation of Inquiry Based Learning on the development of my academic identity are explored. The paper is theoretically grounded in accounts of academic identity formation put forth by Jenkins (1996), Danielewicz and Yem (2014) and King et al. (2014). Themes of identity, arising from experiences of pedagogical choice and teaching practice, were a need for conformity versus a desire for individualism, theoretical knowledge and paradigm adherence, pragmatic constraints and student – lecturer relationship and confidence. These themes are discussed in relation to existing Inquiry Based Learning research literature. With the publication of the first Teaching Excellence Framework (TEF) published in 2017, the paper makes a timely addition to the discourse of new lecturer’s experiences and the often-challenging process of initial academic identity formation. It also offers research into the effects of Inquiry Based Learning for the lecturer, whereas the outcomes for students have been mostly examined by previous literature.
References
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Bullough, Jr., R. v., & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research. Educational Researcher, 30(3), 13-21.
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Carolan, T.F., Hutchins, S.D., Wickens, C.D., Cumming, J.M. (2014). Costs and benefits of more learner freedom: Meta-analyses of exploratory and learner control training methods. Human Factors, 56, 999–1014.
Cavanagh, M., (2011). Students’ experiences of active engagement through cooperative learning activities in lectures. Active Learning in Higher Education, 12 (1), 23-33.
Chapman, C.S. & Kern, A. (2012). What do academics do? Understanding the practical relevance of research. Qualitative Research in Accounting & Management, 9 (3),
Clegg, S. (2008). Academic identities under threat? British Educational Research Journal, 34 (3), 329-345.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: HarperCollins.
Danielewicz, J. & Yem P.H. (2014). Teaching selves: Identity, pedagogy, and teacher education. New York: Suny Press.
Derting, T.L. and Ebert-May, D. (2010). Learner-Centered Inquiry in Undergraduate Biology: Positive Relationships with Long-Term Student Achievement. CBE-Life Sciences Education, 9 (4), 462-472.
Duarte, F.P. (2007). Using autoethnography in the scholarship of teaching and learning: Reflective practice from ‘the other side of the mirror'. International Journal for the Scholarship of Teaching and Learning, 1 (2), 21.
Elijah, R. (2007). Voice in Self-Study. In. Loughran, J., Hamilton, M. L., & LaBoskey, V. K. (Ed.) International Handbook of Self-Study of Teaching and Teacher Education Practices. (pp. 247-273) The Netherlands: Springer.
Ellis, C., & Bochner, A. P. (1996). Composing ethnography: Alternative forms of qualitative writing. Walnut Creek, CA: AltaMira Press.
Feldman, A. (2003). Validity and quality in self-study. Educational researcher, 32(3), 26-28.
Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H. & Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111 (23), 8410-8415.
French, S. and Kennedy, G. (2017). Reassessing the value of university lectures. Teaching in Higher Education, 22 (6), 639-654.
Furtak, E. M., Seidel, T., Iverson, H. & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of Educational Research, 82, 300-329.
Gourlay, L. (2011a). ‘I’d landed on the moon’: A new lecturer leaves the academy. Teaching in Higher Education, 16 (5), 591–601.
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Hagerdorn, L.S. (2012). The Meaning of Academic Life. The Review of Higher Education, 35 (3), 485-512.
Hamilton, M. L., & Pinnegar, S. (2014). Intimate scholarship in research: An example from self-study of teaching and teacher education practices methodology. LEARNing Landscapes, 8(1), 153-171.
Han, H. S., Vomvoridi-Ivanović, E., Jacobs, J., Karanxha, Z., Lypka, A., Topdemir, C., & Feldman, A. (2014). Culturally responsive pedagogy in higher education: A collaborative self-study. Studying Teacher Education, 10(3), 290-312.
Henning, T.B. (2012). Writing Professor as Adult Learner: An Autoethnography of Online Professional Development. Journal of Asynchronous Learning Networks, 16 (2), 9-26.
Hutchings, P. (2000). Approaching the scholarship of learning and teaching. In P. Hutchings (Ed.), Opening lines: Approaches to the scholarship of teaching and learning. Menlo Park, CA: Carnegie Publications.
Jenkins, R. (1996). Social Identity. London: Routledge.
King, V., Garcia-Perez, A., Graham R., Jones, C., Tickle, A. and Wilson, L. (2014). Collaborative reflections on using island maps to express new lecturers’ academic identity. Reflective Practice, 15 (2), 252-267.
Kraimer, M., Greco, L., Seibert, S. and Sargent, L. (2018). An Investigation of Academic Career Success: The New Tempo of Academic Life. Academy of Management Learning & Education, 0, 0-8.
LaBosky, K. V. (2007). The methodology of self-study and its theoretical underpinnings. In. Loughran, J., Hamilton, M. L., & LaBoskey, V. K. (Ed.) International Handbook of Self-Study of Teaching and Teacher Education Practices. (pp. 817-871) The Netherlands: Springer.
Latz, A. O. (2012). Flow in the Community College Classroom?: An Autoethnographic Exploration. International Journal for the Scholarship of Teaching and Learning, 6 (2), 1-13.
Lazonder, A.W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. Review of Educational Research, 86 (3), 681-718.
Levy, P. (2009). Inquiry-based learning: A conceptual framework. Centre for inquiry-based learning in the arts and social sciences, University of Sheffield. Retrieved from http://www.sheffield.ac.uk/content/1/c6/09/37/83/CILASS%20IBL%20Framework%20% 28Version%204 %29.doc (Accessed: 5th June, 2019).
Loughran, J. (2007) A History and context of self-study of teaching and teaching education practices. In. Loughran, J., Hamilton, M. L., & LaBoskey, V. K. (Ed.) International Handbook of Self-Study of Teaching and Teacher Education Practices. (pp. 3-7) The Netherlands: Springer.
Louie, B. Y., Drevdahl, D. J., Purdy, J. M., & Stackman, R. W. (2003). Advancing the scholarship of teaching through collaborative self-study. The Journal of Higher Education, 74(2), 150-171.
MacDonald, S.M. (2018). Composing an Autoethnographic Cartography of Blue: Becoming a Pharologist in and of the Academy. Cultural Studies ↔ Critical Methodologies, 18(2), 149-162.
McInnes, D. (2013). The performance of academic identity as pedagogical model and guide in/through lecture discourse. Teaching in Higher Education, 18 (1), 53-64.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (Second Edition). California: Sage Publications.
Miller, A.N., Taylor, S.G. and Bedeian, A.G. (2011). Publish or perish: Academic life as management faculty live it. Career development international, 16 (5), 422- 445.
Morton, J. P. (2009). Critical reflections from a neophyte lecturer in higher education: A self-narrative from an exercise ‘physiologist’! Reflective Practice, 10(2), 233–243.
Nguyen, H.T. (2009). An inquiry-based practicum model: What knowledge, practices, and relationships typify empowering teaching and learning experiences for student teachers, cooperating teachers and college supervisors?. Teaching and Teacher Education, 25(5), 655-662.
Prince, M. (2004). Does active learning work? A review of the research. Journal of engineering education, 93(3), 223-231.
Putnam, H. (2004). Ontology without ethics. Cambridge, MA: Harvard University Press.
Roberts, D. (2015). Higher education lectures: From passive to active learning via imagery?. Active Learning in Higher Education, 20(1), 63-77.
Robertson, J. & Bond, C.H. (2001). Experiences of the Relation between Teaching and Research: What do academics value? Higher Education Research & Development, 20(1), 5-19.
Roig, G.A. & Stoyanova, A. (2018). Applying Active Learning Methods in Higher Education. Revista d'Innovació i Recerca en Educació, 11(2), 65 – 69.
Ross, J., Sinclair, C., Knox, J., Bayne, S. & Macleod, H. (2014). Teacher experiences and academic identity: The missing components of MOOC pedagogy. Journal of Online Learning and Teaching, 10(1), 57-69.
Samaras, A. P., Guðjónsdóttir, H., McMurrer, J. R., & Dalmau, M. C. (2012). Self-study of a professional organization in pursuit of a shared enterprise. Studying Teacher Education, 8(3), 303-320.
Sandretto, S., Lang, C., Schon, P., & Whyte, B. (2003). A collaborative self-study into teacher education and social justice. In Joint Annual Conference of the Australian and New Zealand Associations for Research in Education, Auckland.
Schmidt, H.G., Wagener, S.L., Smeets, G.A., Keemink, L.M. & van der Molen, H.T. (2015). On the use and misuse of lectures in higher education. Health Professions Education, 1(1), 12-18.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2),4-14.
Smith, C.L., Maclin, D., Houghton, C. and Hennesey, M. G. (2000). Sixth-Grade Students' Epistemologies of Science: The Impact of School Science Experiences on Epistemological Development. Cognition and Instruction, 18(3), 349-422.
Spronken-Smith, R. & Walker, R. (2010). Can inquiry-based learning strengthen the links between teaching and disciplinary research? Studies in Higher Education, 35(6), 723-740.
Spronken-Smith, R., & Walker, R. (2010). Can inquiry-based learning strengthen the links between teaching and disciplinary research? Studies in Higher Education, 35(6), 723 – 740.
Spry, T. (2001). Performing autoethnography: An embodied methodological praxis. Qualitative Inquiry, 7(6), 706–732.
Van Winkel, M. A., Van Der Rijst, Roeland M., Poell, R.F. and Van Diel, J.H. (2018). Identities of research-active academics in new universities: towards a complete academic profession cross-cutting different worlds of practice. Journal of Further and Higher Education, 42(4), 539-555.
Waitere, H.J., Wright, J., Tremaine, M., Brown, S. and Pause, C.J. (2011). Choosing whether to resist or reinforce the new managerialism: the impact of performance-based research funding on academic identity. Higher Education Research & Development, 30(2), 205-217.
Walker, C.L. & Shore, B.M. (2015). Understanding Classroom Roles in Inquiry Education: Linking Role Theory and Social Constructivism to the Concept of Role Diversification. SAGE Open, 5(4), 1-13.
Whitehead, J. (1993). The growth of educational knowledge: creating your own living educational theories. Bournemouth: Hyde Publications.
Wilkinson, S. (2018). The story of Samantha: the teaching performances and inauthenticities of an early career human geography lecturer. Higher Education Research & Development, 38(2), 398-410.
Williams, J., & Ritter, J. K. (2010). Constructing new professional identities through self‐study: From teacher to teacher educator. Professional development in education, 36(1-2), 77-92.
Woolf, J. (2017). An Analytical Autoethnographical Account of using Inquiry-Based Learning in a Graduate Research Methods Course. The Canadian Journal for the Scholarship of Teaching and Learning, 8(1), 1-17.
Arnold, J. (2011). The self as data: A qualitative methodology. Journal of Educational and Developmental Psychology, 1(1), p.65.
Banister, P., Burman, E., Parker, I., Taylor, M., & Tindall, C. (1995). Qualitative methods in psychology: A research guide. Buckingham: Open University Press.
Boyd, P. & Smith, C. (2016)a. The contemporary academic: orientation towards research work and researcher identity of higher education lecturers in the health professions. Studies in Higher Education, 41 (4), 678-695.
Brew A., (2003). Teaching and Research: New relationships and their implications for inquiry-based teaching and learning in higher education. Higher Education Research & Development, 22 (1), 3-18.
Buchanan, S., Harlan, M. A., Bruce, C. S., & Edwards, S. L. (2016). Inquiry based learning models, information literacy, and student engagement: A literature review. School Libraries Worldwide, 22(2), 23-39.
Bullough, Jr., R. v., & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research. Educational Researcher, 30(3), 13-21.
Burr, V. (2006). An introduction to social constructionism. London: Routledge.
Carolan, T.F., Hutchins, S.D., Wickens, C.D., Cumming, J.M. (2014). Costs and benefits of more learner freedom: Meta-analyses of exploratory and learner control training methods. Human Factors, 56, 999–1014.
Cavanagh, M., (2011). Students’ experiences of active engagement through cooperative learning activities in lectures. Active Learning in Higher Education, 12 (1), 23-33.
Chapman, C.S. & Kern, A. (2012). What do academics do? Understanding the practical relevance of research. Qualitative Research in Accounting & Management, 9 (3),
Clegg, S. (2008). Academic identities under threat? British Educational Research Journal, 34 (3), 329-345.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: HarperCollins.
Danielewicz, J. & Yem P.H. (2014). Teaching selves: Identity, pedagogy, and teacher education. New York: Suny Press.
Derting, T.L. and Ebert-May, D. (2010). Learner-Centered Inquiry in Undergraduate Biology: Positive Relationships with Long-Term Student Achievement. CBE-Life Sciences Education, 9 (4), 462-472.
Duarte, F.P. (2007). Using autoethnography in the scholarship of teaching and learning: Reflective practice from ‘the other side of the mirror'. International Journal for the Scholarship of Teaching and Learning, 1 (2), 21.
Elijah, R. (2007). Voice in Self-Study. In. Loughran, J., Hamilton, M. L., & LaBoskey, V. K. (Ed.) International Handbook of Self-Study of Teaching and Teacher Education Practices. (pp. 247-273) The Netherlands: Springer.
Ellis, C., & Bochner, A. P. (1996). Composing ethnography: Alternative forms of qualitative writing. Walnut Creek, CA: AltaMira Press.
Feldman, A. (2003). Validity and quality in self-study. Educational researcher, 32(3), 26-28.
Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H. & Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111 (23), 8410-8415.
French, S. and Kennedy, G. (2017). Reassessing the value of university lectures. Teaching in Higher Education, 22 (6), 639-654.
Furtak, E. M., Seidel, T., Iverson, H. & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of Educational Research, 82, 300-329.
Gourlay, L. (2011a). ‘I’d landed on the moon’: A new lecturer leaves the academy. Teaching in Higher Education, 16 (5), 591–601.
Greene, E. (2000). Scholars share findings on innovations in teaching. Chronicle of Higher Education, April 13, 2000 [On-line serial]. Available: http://chronicIe.com/ dail y/2000/04/2000040306n.htm.
Hagerdorn, L.S. (2012). The Meaning of Academic Life. The Review of Higher Education, 35 (3), 485-512.
Hamilton, M. L., & Pinnegar, S. (2014). Intimate scholarship in research: An example from self-study of teaching and teacher education practices methodology. LEARNing Landscapes, 8(1), 153-171.
Han, H. S., Vomvoridi-Ivanović, E., Jacobs, J., Karanxha, Z., Lypka, A., Topdemir, C., & Feldman, A. (2014). Culturally responsive pedagogy in higher education: A collaborative self-study. Studying Teacher Education, 10(3), 290-312.
Henning, T.B. (2012). Writing Professor as Adult Learner: An Autoethnography of Online Professional Development. Journal of Asynchronous Learning Networks, 16 (2), 9-26.
Hutchings, P. (2000). Approaching the scholarship of learning and teaching. In P. Hutchings (Ed.), Opening lines: Approaches to the scholarship of teaching and learning. Menlo Park, CA: Carnegie Publications.
Jenkins, R. (1996). Social Identity. London: Routledge.
King, V., Garcia-Perez, A., Graham R., Jones, C., Tickle, A. and Wilson, L. (2014). Collaborative reflections on using island maps to express new lecturers’ academic identity. Reflective Practice, 15 (2), 252-267.
Kraimer, M., Greco, L., Seibert, S. and Sargent, L. (2018). An Investigation of Academic Career Success: The New Tempo of Academic Life. Academy of Management Learning & Education, 0, 0-8.
LaBosky, K. V. (2007). The methodology of self-study and its theoretical underpinnings. In. Loughran, J., Hamilton, M. L., & LaBoskey, V. K. (Ed.) International Handbook of Self-Study of Teaching and Teacher Education Practices. (pp. 817-871) The Netherlands: Springer.
Latz, A. O. (2012). Flow in the Community College Classroom?: An Autoethnographic Exploration. International Journal for the Scholarship of Teaching and Learning, 6 (2), 1-13.
Lazonder, A.W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. Review of Educational Research, 86 (3), 681-718.
Levy, P. (2009). Inquiry-based learning: A conceptual framework. Centre for inquiry-based learning in the arts and social sciences, University of Sheffield. Retrieved from http://www.sheffield.ac.uk/content/1/c6/09/37/83/CILASS%20IBL%20Framework%20% 28Version%204 %29.doc (Accessed: 5th June, 2019).
Loughran, J. (2007) A History and context of self-study of teaching and teaching education practices. In. Loughran, J., Hamilton, M. L., & LaBoskey, V. K. (Ed.) International Handbook of Self-Study of Teaching and Teacher Education Practices. (pp. 3-7) The Netherlands: Springer.
Louie, B. Y., Drevdahl, D. J., Purdy, J. M., & Stackman, R. W. (2003). Advancing the scholarship of teaching through collaborative self-study. The Journal of Higher Education, 74(2), 150-171.
MacDonald, S.M. (2018). Composing an Autoethnographic Cartography of Blue: Becoming a Pharologist in and of the Academy. Cultural Studies ↔ Critical Methodologies, 18(2), 149-162.
McInnes, D. (2013). The performance of academic identity as pedagogical model and guide in/through lecture discourse. Teaching in Higher Education, 18 (1), 53-64.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (Second Edition). California: Sage Publications.
Miller, A.N., Taylor, S.G. and Bedeian, A.G. (2011). Publish or perish: Academic life as management faculty live it. Career development international, 16 (5), 422- 445.
Morton, J. P. (2009). Critical reflections from a neophyte lecturer in higher education: A self-narrative from an exercise ‘physiologist’! Reflective Practice, 10(2), 233–243.
Nguyen, H.T. (2009). An inquiry-based practicum model: What knowledge, practices, and relationships typify empowering teaching and learning experiences for student teachers, cooperating teachers and college supervisors?. Teaching and Teacher Education, 25(5), 655-662.
Prince, M. (2004). Does active learning work? A review of the research. Journal of engineering education, 93(3), 223-231.
Putnam, H. (2004). Ontology without ethics. Cambridge, MA: Harvard University Press.
Roberts, D. (2015). Higher education lectures: From passive to active learning via imagery?. Active Learning in Higher Education, 20(1), 63-77.
Robertson, J. & Bond, C.H. (2001). Experiences of the Relation between Teaching and Research: What do academics value? Higher Education Research & Development, 20(1), 5-19.
Roig, G.A. & Stoyanova, A. (2018). Applying Active Learning Methods in Higher Education. Revista d'Innovació i Recerca en Educació, 11(2), 65 – 69.
Ross, J., Sinclair, C., Knox, J., Bayne, S. & Macleod, H. (2014). Teacher experiences and academic identity: The missing components of MOOC pedagogy. Journal of Online Learning and Teaching, 10(1), 57-69.
Samaras, A. P., Guðjónsdóttir, H., McMurrer, J. R., & Dalmau, M. C. (2012). Self-study of a professional organization in pursuit of a shared enterprise. Studying Teacher Education, 8(3), 303-320.
Sandretto, S., Lang, C., Schon, P., & Whyte, B. (2003). A collaborative self-study into teacher education and social justice. In Joint Annual Conference of the Australian and New Zealand Associations for Research in Education, Auckland.
Schmidt, H.G., Wagener, S.L., Smeets, G.A., Keemink, L.M. & van der Molen, H.T. (2015). On the use and misuse of lectures in higher education. Health Professions Education, 1(1), 12-18.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2),4-14.
Smith, C.L., Maclin, D., Houghton, C. and Hennesey, M. G. (2000). Sixth-Grade Students' Epistemologies of Science: The Impact of School Science Experiences on Epistemological Development. Cognition and Instruction, 18(3), 349-422.
Spronken-Smith, R. & Walker, R. (2010). Can inquiry-based learning strengthen the links between teaching and disciplinary research? Studies in Higher Education, 35(6), 723-740.
Spronken-Smith, R., & Walker, R. (2010). Can inquiry-based learning strengthen the links between teaching and disciplinary research? Studies in Higher Education, 35(6), 723 – 740.
Spry, T. (2001). Performing autoethnography: An embodied methodological praxis. Qualitative Inquiry, 7(6), 706–732.
Van Winkel, M. A., Van Der Rijst, Roeland M., Poell, R.F. and Van Diel, J.H. (2018). Identities of research-active academics in new universities: towards a complete academic profession cross-cutting different worlds of practice. Journal of Further and Higher Education, 42(4), 539-555.
Waitere, H.J., Wright, J., Tremaine, M., Brown, S. and Pause, C.J. (2011). Choosing whether to resist or reinforce the new managerialism: the impact of performance-based research funding on academic identity. Higher Education Research & Development, 30(2), 205-217.
Walker, C.L. & Shore, B.M. (2015). Understanding Classroom Roles in Inquiry Education: Linking Role Theory and Social Constructivism to the Concept of Role Diversification. SAGE Open, 5(4), 1-13.
Whitehead, J. (1993). The growth of educational knowledge: creating your own living educational theories. Bournemouth: Hyde Publications.
Wilkinson, S. (2018). The story of Samantha: the teaching performances and inauthenticities of an early career human geography lecturer. Higher Education Research & Development, 38(2), 398-410.
Williams, J., & Ritter, J. K. (2010). Constructing new professional identities through self‐study: From teacher to teacher educator. Professional development in education, 36(1-2), 77-92.
Woolf, J. (2017). An Analytical Autoethnographical Account of using Inquiry-Based Learning in a Graduate Research Methods Course. The Canadian Journal for the Scholarship of Teaching and Learning, 8(1), 1-17.
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