Mapping pedagogic frailty in geography education: a framed autoethnographic case study

Abstract

Pedagogic frailty has been proposed as a unifying concept that may help to integrate institutional efforts to enhance teaching within universities by helping to maintain a simultaneous focus on key areas that are thought to impede the development of pedagogy. These areas and the links that have been proposed to connect them are interrogated here through the analysis of an autoethnographic narrative produced by a community "insider" who has considerable experience of teaching and researching geography. This personcentred methodology acknowledges the subjective nature of teaching, gives voice to important stories that might not otherwise be heard formally and provides a case study that can been used as an exemplar to promote institutional dialogue about quality enhancement and the student experience. The findings from this case study suggest that colleagues may be able to repurpose disciplinary concepts to help make sense of the learning and teaching discourse.

A capabilities approach to higher education: geocapabilities and implications for geography curricula

“…Kinchin recently introduced the concept of pedagogic frailty (Kinchin et al, 2016), suggesting that the cumulative pressures of a changing higher education context for academics can act to inhibit the capacity of faculty members to change their teaching practice (Kinchin & Francis, 2017). Entering a collective dialogue to consider a capabilities approach in geography is a resilient response to this potential frailty.…”

Um novo olhar sobre a vida acadêmica: estudo de caso sobre as concepções de docentes

“…Com base em sua experiência, ele conduziu um estudo piloto em 2014, entrevistando docentes da Universidade de Surrey. Os resultados desse estudo (KINCHIN et al, 2016;FRANCIS, 2017) indicaram a existência de diferentes estressores, que ao se acumularem, transformam eventos relativamente pequenos (mudanças no ambiente acadêmico) em situações insustentáveis e impossíveis de serem acomodadas dentro de um modelo tradicional de ensino. A unificação desses estressores levou Kinchin a propor o conceito de fragilidade pedagógica como aquele que "ajuda a colocar foco simultâneo em uma série de ideias-chave com o objetivo de aprimorar o ensino no contexto universitário" (KINCHIN et al 2016, p. 1, tradução nossa).…”

Geographers and the scholarship of teaching and learning

“…We may need to research in greater depth the concept of 'pedagogic frailty' (Kinchin et al, 2016;Kinchin & Francis, 2017). This is a situation in which faculty find the cumulative pressures of academia inhibiting their capacity to change practice in response to an evolving teaching environment, leading them to 13 maintain conservative pedagogic approaches.…”