Deconstructing the Graduate Seminar


Article de colloque

Contributeurs:

État de publication: Publiée (2015 )

Titre des actes: Proceedings of the IDEAS: Designing Responsive Pedagogy Conference

Éditeur: Galileo

Lieu: Calgary, Canada

Intervalle de pages: 1-10

URL: https://dspace.ucalgary.ca/bitstream/handle/1880/50854/1%20Deconstructing%20-%20Parchoma%20%26%20Power.pdf?sequence=1&isAllowed=y

Résumé: Talent development through innovative graduate education is a primary focus of national and international governments and their university funding agencies, and a contested construct. This ethnographic study examines current Canadian English-and French-language graduate seminar design and teaching practices in faculties of education. A series of interconnected discernible characteristics of graduate seminar design and teaching practices are illustrated on a Cartesian plane, where the (x) axis provides a continuum from professor-led to student-led activities and the (y) axis provides a continuum from knowledge advancement to knowledge application. Implications for talent development through innovative graduate education are discussed.

Théorie de l'activité: