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Didactic Reasoning in Academic Teacher Development: Towards a New Understanding of Teacher Training for Academics
University of Borås, Faculty of Librarianship, Information, Education and IT.ORCID iD: 0000-0003-1577-6234
2015 (English)In: Högskolepedagogiska texterArticle in journal (Other academic) Published
Abstract [en]

Academic teacher development is an educational meeting place for academics already practising the art of teaching. Yet, it is in courses for this development that academics are supposed to be taught how to teach and how to improve their teaching skills. In my article I propose a new conceptual methodological framework for teaching teachers how to teach – Didactic Reasoning. Its foundation can be traced to pragmatist philosophy and interfaith dialogue in theology. The key aspect of Didactic Reasoning is to make university teachers better teachers by the development of a didactic voice and the courage to try this voice in teaching activities. This is done through intersubjective meetings between academics to develop a respect for the ‘teaching-other’ in their colleagues and through the use of practice-focused themed conversations led by teacher educators.

Place, publisher, year, edition, pages
Göteborg: Enheten för pedagogisk utveckling och interaktivt lärande (PIL), Göteborgs universitet , 2015.
Keywords [en]
interfaith dialogue, intersubjectivity, didactic reasoning, academic development programmes
National Category
Religious Studies Pedagogy
Identifiers
URN: urn:nbn:se:hb:diva-10527OAI: oai:DiVA.org:hb-10527DiVA, id: diva2:953454
Available from: 2016-08-17 Created: 2016-08-16 Last updated: 2018-04-03Bibliographically approved

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http://lup.lub.lu.se/record/bb019d4f-2a76-419c-b03a-6e5e980b79b6

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Aldrin, Viktor

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
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Language
  • de-DE
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Output format
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