Topic outline
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Between 2018-2020, 13 UniSA College Course Coordinators engaged in 3 cycles of action research of their teaching, culminating in a book (edited by S. Hattam, R. Hattam, T. Weiler, and S. King, 2024) (see the Table of Contents).
The aim of the collective teacher inquiry was to investigate if enacting elements of enabling pedagogy (see this page for more information on enabling pedagogy) would help overcome individual teaching challenges (lack of engagement, low submission, quality of work) and lead to positive student outcomes across the program.
The Course Coordinator team presented on their projects at the 2018 TIU Symposium and the 2019 National Association of Enabling Educators of Australia conference
In 2021, the action research series was expanded to all colleagues in Education Futures Unit with 10 academics engaging in a cycle of action research and showcasing their projects at a formal symposium in November 2021 (see program schedule HERE).
Also see the full presentations of some of the action researchers from the symposium:
- Utilising democratic pedagogies to engage with pre-service teachers' voices to co-create a supportive learning framework
- Shaking up lectures to support learners in anatomy and physiology
- Will enabling pedagogy practices enhance students' learning in an on-line first year undergraduate OUA course?
- Making ‘autonomy given’ the ‘sweet spot’ for learning: Scaffolding students with self-assessment practice
- Enabling approaches in undergraduate courses–a case for crossing the divide
- Decoding the hidden curriculum in final essay preparation in a sociology course
- Apathy, boredom or misunderstood? Engaging students in the politics of language and the language of politics in a critical literacy course
- An example of action research in an English language course
- Fostering agency and hope in a global sociology course