Developing evidence-based teaching practice

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“…Using these tools for developing a teaching philosophy assisted in providing insight into the current research article questions. In 2020 we investigated key evidence-based (Cullen et al, 2017) theories and models that link to teaching practice (Woodward et al, 2020) and then considered constructivism and reflective practice as an evidence-based approach to tertiary teaching (Woodward et al, 2021). Henry et al (2020) have identified communities of practice as an effective social constructivist tool for building trust and a sense of belonging, sharing of enterprise and enhancing the reflectivity that is a precursor to independent learning.…”

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“…Subsequent research investigated key evidence-based (Cullen et al, 2017) theories and models that underpin pedagogical practice at OP; what drew teaching practitioners to particular theories; and how those theories link to teaching practice (Woodward et al, 2020b). A range of evidence-based pedagogy was identified (Woodward et al, 2020a), with the common denominator across all programmes -constructivism -investigated. Constructivist theories included the use of experiential learning (Knowles et al, 1998;Kolb, 2015) and reflection, scaffolding (Bruner, 1966) and social constructivism .…”

“…Constructivist theories included the use of experiential learning (Knowles et al, 1998;Kolb, 2015) and reflection, scaffolding (Bruner, 1966) and social constructivism . Each teacher was drawn to pedagogical theories depending on the 'fit' within their individual specialist areas (Woodward et al, 2020b). While constructivism is well documented as an evidence-based teaching theory, the use of constructivist pedagogy to more effectively engage learners, and to identify pedagogical tools using these frameworks for a more effective learning experience, across a range of teaching subjects, has not been widely explored.…”

Constructivism and reflective practice: An evidence-based approach to tertiary teaching

“…Subsequent research investigated key evidence-based (Cullen et al, 2017) theories and models that underpin pedagogical practice at OP; what drew teaching practitioners to particular theories; and how those theories link to teaching practice (Woodward et al, 2020b). A range of evidence-based pedagogy was identified (Woodward et al, 2020a), with the common denominator across all programmes -constructivism -investigated. Constructivist theories included the use of experiential learning (Knowles et al, 1998;Kolb, 2015) and reflection, scaffolding (Bruner, 1966) and social constructivism (Vygotsky, 1978).…”

“…Constructivist theories included the use of experiential learning (Knowles et al, 1998;Kolb, 2015) and reflection, scaffolding (Bruner, 1966) and social constructivism (Vygotsky, 1978). Each teacher was drawn to pedagogical theories depending on the 'fit' within their individual specialist areas (Woodward et al, 2020b). While constructivism is well documented as an evidence-based teaching theory, the use of constructivist pedagogy to more effectively engage learners, and to identify pedagogical tools using these frameworks for a more effective learning experience, across a range of teaching subjects, has not been widely explored.…”