Criticality and the practice-based MA: an argument drawn from teaching on the Masters in Teaching and Learning (MTL)

Goddard, Roy; Payne, Mark

doi:10.1080/02607476.2012.733195

Cited by 6 publications

(3 citation statements)

References 11 publications

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“…The university, through its academic practices, constructs desire through SCQF Level 11, as the operationalisation of masterliness in which the elusive concept of criticality is pervasive. An ambivalence emerges here in respect of the academy in which masterliness as critique is located in ‘a tradition of thought that does not subject itself to governmental imperatives’ (Goddard and Payne, , p. 126) yet in which it is also deeply implicated. This, of course, merits further inquiry in itself, but through it we see accomplishment and masterliness becoming articulated, by means of equivalence, within a discourse of career‐long learning as point‐de‐capiton .…”

Section: Concluding Discussionmentioning

confidence: 99%

“…‘Masterliness’, Goddard and Payne (, p. 126) argue, ‘cannot be sustained apart from a robust conception of criticality’. Masterliness requires: ‘a disposition to interrogate explicit claims to truth, to expose and examine the assumptions that underlie argument and, importantly a commitment to the notion that education is concerned with the fostering of liberty and civility’.…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ desire for career‐long learning: becoming ‘accomplished’—and masterly…

Watson

Drew

2014

British Educational Res J

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The 'accomplished teacher' has emerged in educational policy as a term designed to capture the dispositions and skills of highly practised professionals. As such accomplishment is enacted within a current policy discourse of life-long, or career-long, professional learning which is concerned with continual self-development. This paper focuses on conceptualisations of 'accomplishment' by a group of early-career teachers undertaking a masters certificate in professional enquiry. These conceptualisations of accomplishment, and their relation to the course, emerge through the teachers' talk-in-interaction and it is through the 'small stories' the teachers tell of the everyday that their identities as accomplished teachers, and their desire for career-long professional learning, are constructed and performed. The questions addressed here are therefore: how is 'accomplishment' construed and performed by early-career teachers; to what extent can 'accomplishment' be fostered through intellectual engagement at masters-level; and how is the policy imaginary of 'accomplishment' realised in and through the teachers' narratives?The policy language of accomplishment has since travelled. Thus, in Australia's suite of National Professional Standards 'highly accomplished' teachers are 'recogni-*Corresponding author.

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Section: Concluding Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teachers’ desire for career‐long learning: becoming ‘accomplished’—and masterly…

Watson

Drew

2014

British Educational Res J

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“…It seemed that higher education could be an embodiment of intellectual humility. However, the description of forces beyond the control of the lecturer and student (such as the marketisation of higher education) indicated that the embodiment of intellectual humility would require a largescale, cultural disinclination to the neoliberal 'marketisation' and self-censorship perceived to be permeating the experience of social science higher education (Goddard and Payne, 2013).…”

Section: Discussionmentioning

confidence: 99%

Intellectual Humility and Self-Censorship in Higher Education; a thematic analysis

Godfrey

2023

Front. Educ.

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IntroductionThis article explores whether social science lecturers and postgraduate students perceive their experiences of university as supporting intellectual humility – a concept representing a disposition to rigorously consider opposing ideas to beliefs held in order to confirm the positive epistemic status (or truth) of ones’ own beliefs.MethodsForty participants, consisting of twenty lecturers and twenty postgraduate students from the United Kingdom, took part in semi-structured interviews. The focus of these interviews was to explore whether their experiences in higher education align with the virtue of ‘intellectual humility’.ResultsThrough a thematic analysis, results showed that experiences of both lecturers and students did not support the traits of intellectual humility.DiscussionSuggestions for future research are made. The themes identified in this study could be used as a framework for investigating differing contexts of higher education in terms of their reflection of intellectual humility. Further, suggestions for how intellectual humility can be practically facilitated in higher education are made.

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Criticality and the exercise of politeness in online spaces for professional learning

Watson

Wilson

Drew

et al. 2016

The Internet and Higher Education

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This research examines masters-accredited online professional learning aimed at fostering criticality and a disposition to collective professional autonomy. Drawing on a model of online learning conceived as a nexus of cognitive, social and teaching presence, we focus principally on the interaction between cognitive and social presence, and the ways in which written language mediates social presence in fostering a critical disposition to professional learning. A key concept for analysing this is politeness, predicated on Goffman's construct of 'face', i.e. the work individuals do in presenting themselves to others. We conclude that the 'collective face wants' of the online community led to the creation of an online space in which participants were supported by their peers to do 'being critical'. The purpose of the analysis presented here is to contribute to theory around 'social presence' in order to further the understanding of collaborative learning in online spaces and hence to support the development of pedagogical practices aimed at facilitating this.

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Criticality and the practice-based MA: an argument drawn from teaching on the Masters in Teaching and Learning (MTL)

Abstract: Article:Goddard, R. and Payne, M.I. orcid.org/0000-0002-1019-7375 (2013) Criticality and the practice-based MA: an argument drawn from teaching on

Cited by 6 publications

References 11 publications

Teachers’ desire for career‐long learning: becoming ‘accomplished’—and masterly…

Teachers’ desire for career‐long learning: becoming ‘accomplished’—and masterly…

Intellectual Humility and Self-Censorship in Higher Education; a thematic analysis

Criticality and the exercise of politeness in online spaces for professional learning

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