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What is Signature Pedagogy

Chapter 1
The Role of Educators as Agents and Conveyors for Positive Change in Global Education
Refers to the characteristic way different pedagogical processes frame and define specific academic disciplines, areas of study or professional identities.
Published in Chapter:
Change Agency in Global Higher Education: Operationalising Inclusion and Diversity Through Strategic Curriculum Development
Catherine Hayes (University of Sunderland, UK)
Copyright: © 2023 |Pages: 24
DOI: 10.4018/978-1-6684-7869-1.ch001
Abstract
Being able to operationalize the concepts of inclusion and diversity is now an integral part of change integration and management in UK higher education institutes. With emphasis on the societal impact of education as well as its role in ensuring optimal employability and widening participation for first generation graduates, being able to co-construct academic curricula is now regarded as a desirable norm. Being able to also enhance the concept of student agency also moves co-constructive approaches to curriculum development beyond merely a tokenistic gesture in the uncertain contextual backdrop of politics, culture, and the dynamics of constant change. This chapter provides an insight into curriculum design as an overall holistic structure and a mechanism of extending the context of academic praxis into the social world. The chapter posits the idea that curricula can be a strategic lens through which students' active participation and co-creation can be illuminated and further extended.
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Chapter 1
Perspective Transformation, Dialogic Feedback, and Epistemic Knowledge: A Case Study for the Pedagogical Justification of Knowledge Creation
The term signature pedagogy, originally presented by Lee Shulman, refers to the forms or styles of teaching and instruction that are common to specific disciplines, areas of study, or formal professions.
Published in Chapter: Perspective Transformation, Dialogic Feedback, and Epistemic Knowledge: A Case Study for the Pedagogical Justification of Knowledge Creation; From: Transforming Education for Personalized Learning
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Chapter 1
Picturing the Future by Framing the Past: Approaches to Contemporary CPD
The term signature pedagogy refers to the specific mechanisms of teaching, learning and assessment, which are common to specific academic or clinical disciplines or professional groups. These specific mechanisms of learning often facilitate the building of professional identity and self-efficacy which enables learners to think and act in terms of higher order thinking, as experts within their disciplinary fields of practice.
Published in Chapter: Picturing the Future by Framing the Past: Approaches to Contemporary CPD; From: Revitalizing the Learning Ecosystem for Modern Students
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Chapter 5
Ludic Approaches to Teaching and Learning: Facilitating the Emotional Self at Work in Higher Education
The types of teaching that organise the fundamental ways in which future practitioners are educated for their new professional disciplines.
Published in Chapter: Ludic Approaches to Teaching and Learning: Facilitating the Emotional Self at Work in Higher Education; From: The Emotional Self at Work in Higher Education
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Chapter 4
Women and Crisis Management in Higher Education: Lessons in Leadership From a Global Pandemic
Refers to the forms or styles of teaching and instruction that are common to specific disciplines, areas of study, or professions and as such can unintentionally define and constrain them.
Published in Chapter: Women and Crisis Management in Higher Education: Lessons in Leadership From a Global Pandemic; From: Promoting Crisis Management and Creative Problem-Solving Skills in Educational Leadership
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Chapter 3
Professional Development for Teachers of English Learners (ELs): How Constructivist Thinking and Culturally Responsive Pedagogy Can Support Best Practice for ELs
Developed by Shulman (2005) as a way to describe the depth and application of knowledge a professional acquires. Signature pedagogies include three dimensions: surface structure, deep structure, and implicit structure.
Published in Chapter: Professional Development for Teachers of English Learners (ELs): How Constructivist Thinking and Culturally Responsive Pedagogy Can Support Best Practice for ELs; From: Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students
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Chapter 2
Extending the Strategic Reach and Impact of Healthcare Professional CPD: Constructively Aligned and Theoretically Underpinned
The term signature pedagogy refers to the specific mechanisms of teaching, learning and assessment, which are common to specific academic or clinical disciplines or professional groups. These specific mechanisms of learning often facilitate the building of professional identity and self-efficacy which enables learners to think and act in terms of higher order thinking, as experts within their disciplinary fields of practice.
Published in Chapter: Extending the Strategic Reach and Impact of Healthcare Professional CPD: Constructively Aligned and Theoretically Underpinned; From: The Lifelong Learning Journey of Health Professionals: Continuing Education and Professional Development
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Chapter 14
Screencasts in Mathematics: Modelling the Mathematician
Forms of instruction associated with preparation of members of particular professions.
Published in Chapter: Screencasts in Mathematics: Modelling the Mathematician; From: Handbook of Research on Cloud-Based STEM Education for Improved Learning Outcomes
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Chapter 14
Unleashed, Harnessed, and Empowered: The Potential of Women in the Change Management and Leadership of Crises
Refers to the forms or styles of teaching and instruction that are common to specific disciplines, areas of study, or professions and as such can unintentionally define and constrain them.
Published in Chapter: Unleashed, Harnessed, and Empowered: The Potential of Women in the Change Management and Leadership of Crises; From: Change Management During Unprecedented Times
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Chapter 11
Social Sustainability via Critical Reflexivity: Strategic Gamification in Higher Education
Refers to the characteristic forms or styles of teaching and instruction that are common to specific professional disciplines, academic subjects or aspects of professional identity.
Published in Chapter: Social Sustainability via Critical Reflexivity: Strategic Gamification in Higher Education; From: Teaching and Learning for a Sustainable Future: Innovative Strategies and Best Practices
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Chapter 3
Organisational Philosophy and Culture: Human Capital as Pivot, Women as Fulcrum
Refers to the forms or styles of teaching and instruction that are common to specific disciplines, areas of study, or professions and as such can unintentionally define and constrain them.
Published in Chapter: Organisational Philosophy and Culture: Human Capital as Pivot, Women as Fulcrum; From: Using Organizational Culture to Resolve Business Challenges
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