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PGCHE programme Objectives of the research

Action Research to transform teaching at NUST in the postgraduate certificate in higher education programme: Is it possible?. Katherine Carter and Geoffrey Shakwa Teaching and Learning Unit Namibia University of Science and Technology.

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PGCHE programme Objectives of the research

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  1. Action Research to transform teaching at NUST in the postgraduate certificate in higher education programme: Is it possible? Katherine Carter and Geoffrey ShakwaTeaching and Learning UnitNamibia University of Science and Technology

  2. Overview:This presentation describes how the authors (and PGCHE facilitators) conducted action research on the PGCHE programme in order to enhance the quality of teaching and learning.

  3. Presentation Overview • PGCHE programme • Objectives of the research • Background information on action research (What is action research? Why should educators engage in it? Benefits?) • The action research process • How we conducted action research and what we found • Conclusion

  4. PGCHE Aims

  5. We tend to teach in the way that we were taught. Courtesy of Smith College

  6. PGCHE: 3 courses (18-month programme)

  7. Objectives of the research:

  8. What is action research?

  9. Why should educators engage in Action Research?

  10. Benefits of action research?

  11. You already ARE an action researcher • You notice an issue/problem/concern in your class. • You collect data (evidence) or feedback from the students regarding the issue. • You think about the best way to make a change and you implement that change in your class. • Share your findings with others.

  12. Action research starts with a question or issue about your teaching or your students’ learning that you address through 4 key steps: (Kemmis, S. & McTaggart, R, 1982 & 1992).

  13. Step 1: Plan

  14. Step 1: Plan, cont.

  15. Step 1: Plan, cont.

  16. Step 1: Plan, cont. Possible changes:

  17. Step 2: Act

  18. Step 2: Act (collect data) • We collected data through: • Focus group discussions • Open-ended questionnaires • Written weekly reflections completed by the lecturers

  19. Step 2: Act (collect data: Excerpts from Questionnaires)

  20. Step 2: Act, cont. • At this stage, we implemented the plan to address the shortcomings in our teaching practice. • implemented various student-centred teaching methods. • applied the use of the flipped classroom approach. • created an online discussion forum on key questions related to the weekly topics.

  21. Step 3: Observe

  22. Step 3: Observe, cont.

  23. What is the flippedclassroom?

  24. Step 3: Observe, cont.

  25. Flipped classroom in the PGCHE: Benefits Opportunity for →interaction, →deep questioning, →critical reflection and thereby lecturers and their students gain skills in: • Communication • Problem Solving • Interaction and teamwork • Critical thinking

  26. Step 4: Reflect

  27. Step 4: Reflect, cont. The last stage of the action research process was to “reflect” on the actions we had taken to improve our teaching practice through a careful analysis of →continued focus group discussions →open-ended qualitative questionnaires →written weekly reflections.

  28. Step 4: Reflect

  29. Conclusion

  30. Conclusion, cont.

  31. Way forward

  32. References Boulton, H. (2014). “E-Portfolios beyond Pre-Service Teacher Education: A New Dawn?” European Journal of Teacher Education 37 (3): 374–389. Carter, K., Maree, M. & Shakwa, G. (2017). Integrating Technology in the Postgraduate Certificate in Higher Education in Namibia: Is It an Effective Tool for Professional Development? Handbook of Research on Digital Content, Mobile Learning and Technology Integration Models in Teacher Education. Cornell University, (2016). Flipping the Classroom. Centre for Teaching Excellence. https://www.cte.cornell.edu/teaching-ideas/designing-your-course/flipping-the-classroom.html

  33. References Davies, T. (2013). “Incorporating Creativity into Teachers Practices and Self-Concept of Professional Identity.” Journal of Educational Change 14 (1): 51-71. Collett, K.(1993). Workshop on action research________Kemmis, S. & McTaggart, R. (1982 & 1992). The action research planner. Geelong, Victoria, Deakin University Press.Mills, G.E. (2017). Action Research: A Guide for the Teacher Researcher. 6th Edition. Pearson. Quigley, B.A. & Kuhne, G.W. (1997). Understanding and using action research in practice settings. In Quigley, B.A. & Kuhne, G.W. (Eds), Creating Practical Knowledge through Action Research: Posing Problems, Solving Problems and Improving Daily Practice (pp 23-40).

  34. March 2016 (First Intake)

  35. July 2017(Second Intake)

  36. Starting points in action research: • “I want to get better at teaching theory.” • “I’m not sure why my students don’t engage in discussion.” • “I have to implement the guidelines on practical tutorials, but I’m not sure what is the best way.” • “I’ve seen something working well in another department; I wonder if it would work for me?” • What can I do about the high failure rate in my class?

  37. Reflection

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