Title: A new article rubric in the journal!

Author: Comité de rédaction de Pédagogie Collégiale

Abstract: The journal Pédagogie collégiale regularly publishes articles in which professors of higher education share an account of a professional practice under the rubric Shared Practice. In these articles authors highlight the context, actions taken and observed results. While reviewing the articles submitted for proposal, the editorial committee noticed that many educators go so far as to document the impacts of the project or experience. These submissions are sometimes referred for publication under the rubric Research in Education, in spite of the fact that they lack a formal methodological framework. Given the willingness of some educators to validate their practices, the Editorial Committee enthusiastically proposes to introduce a new section that bridges the gap between shared practice and the review of scientific findings. To this end the Editorial Committee announces the inception of Documented Practices, a rubric that presents the results of an investigation conducted during the course of an educational innovation project. Specifically, this new section will include articles that present an evaluation supported by a methodology or documented evidence concerning a pedagogic practice. In the spirit of the Scholarship of Teaching and Learning (SoTL), the teacher will assume the role of practitioner-researcher throughout this process. In doing so the teacher will evaluate the effectiveness of their own interventions or the relevance of their actions with regard to their students’ learning practices. This short article presents the new rubric with more details.

Description:

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Comprend des références bibliographiques

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SOTL

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Record Permalink: https://eduq.info/xmlui/handle/11515/37788

Date: 2018

Document Type: Article de périodique

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