Reflecting on more than 20 years of involvement in a postgraduate higher education qualification for academics: May I dare use an auto-ethnographic lens?

Toit, Pieter Du

doi:10.4102/td.v14i2.481

Cited by 3 publications

(6 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While explaining concrete experience, which is the first stage of the learning cycle, Kolb (1984) emphasised that emotions and feelings come to the fore in learning. In this respect, it is directly similar to the characteristic of emotionality which is fostered in the individual by the emotional sub-dimension of cerebral dominance (Du Toit, 2018). In reflective observation, which is the second stage, emphasis is placed on the detailed, planned, organised, and orderly (sequential thinking) characteristics of the individual that are emphasised in the safekeeping subdimension of cerebral dominance, such as questioning facts, developing different perspectives, and trying to understand the thinking underlying events and phenomena (Herrmann, 1996;Kolb, 1984).…”

Section: Relationships Between the Variablesmentioning

confidence: 90%

“…In reflective observation, which is the second stage, emphasis is placed on the detailed, planned, organised, and orderly (sequential thinking) characteristics of the individual that are emphasised in the safekeeping subdimension of cerebral dominance, such as questioning facts, developing different perspectives, and trying to understand the thinking underlying events and phenomena (Herrmann, 1996;Kolb, 1984). In abstract conceptualisation, on the other hand, the characteristics of the individual have intellectual cerebral dominance, which are described as logical, intellectual, analytical, and reality-based, are parallel with the characteristics of the individual that focus on logic and thought rather than on emotions (Du Toit, 2018). In active experimentation, which is the final stage of the learning cycle, the emphasis is on individuals who learn based on their experiences and practices (Kolb, 1984).…”

Section: Relationships Between the Variablesmentioning

confidence: 99%

See 1 more Smart Citation

Upper-Secondary School Students’ Cerebral Dominance and Learning Styles: The Mediation of Chronotypes

Tongal

Dağyar

2022

PEC

View full text Add to dashboard Cite

Learning styles, cerebral dominance and chronotypes are among the factors that have been determined to be effective on individuals’ learning. It is stated in the literature that these three variables are interrelated or affect each other. Therefore, the aim of the study is to determine the extent to which students’ cerebral dominance predicts their learning styles and whether chronotypes have an effect on this level of prediction as a moderating variable. In the research, the “Morningness-Eveningness Stability Scale improved” (MESSI), the “Kolb Learning Style Inventory” (KLSI) and the “Hermann Brain Dominance Instrument” (HBDI) were used as data collection tools. The selection of upper-secondary schools included in the sample was made in a district of Antalya province with the convenience sampling method. The sample of 593 students who agreed to respond to the scale was formed from 9th, 10th, 11th, and 12th grade students studying at these upper-secondary schools in the 2021-2022 academic year. According to the analysis results of the structural equation model (SEM) obtained in the study, it was concluded that there were significant positive correlations between learning styles and the sub-dimensions of cerebral dominance; however, chronotypes did not significantly mediate the determined correlations. The findings of this study may provide implications for determining learning styles, which have proven effects on student performance in the teaching-learning process, and, by establishing relationships between individuals’ brain structures and chronotypes, the characteristics that direct learning preferences. Keywords: cerebral dominance, chronotypes, learning styles, structural equation model, upper-secondary school

show abstract

Section: Relationships Between the Variablesmentioning

confidence: 90%

Section: Relationships Between the Variablesmentioning

confidence: 99%

Upper-Secondary School Students’ Cerebral Dominance and Learning Styles: The Mediation of Chronotypes

Tongal

Dağyar

2022

PEC

View full text Add to dashboard Cite

show abstract

“…Instead of engaging a research problem as a point of departure, we engaged an 'innovative research idea'. 17 As a group of scholars they engage with an innovative idea and experiment with the idea. Action research 16,18 fits this way of thinking.…”

Section: Aimmentioning

confidence: 99%

“…Other constructs are derived from the respective learning theories. Important constructs pertaining to our developing professionalism are self-regulated professional learning, 20 modes of thinking, 9,13,14,15 self-empowerment 17 and living theory. 6,7 The authors construct meaning where insight or new meaning is absent in discourse on transforming teaching practice or transforming educational research.…”

Section: Construct Framementioning

confidence: 99%

Formation of professionalism: A courtship between academic staff and prospective clinical associates

Toit

Tshotetsi

Carvalio-Zongo

et al. 2022

The Journal for Transdisciplinary Research in Southern Africa

View full text Add to dashboard Cite

Background: The study was conducted to the background of a qualification in medical clinical practice offered at a Faculty of Health Sciences at a university in South Africa.Aim: The aim of the study was to determine how the theory of Whole Brain® thinking informed our professionalism and its relevance to transforming self and practice.Setting: The study was conducted in the context of a higher education institution, the University of Pretoria. The focus is specifically on the Bachelor of Clinical Medical Practice (BCMP). It has been offered since 2009.Methods: Participatory action research was the design of choice. The participatory part culminated in working as a collective in a scholarly community of practice. What is reported is the use of the Herrmann Brain Dominance Instrument® (HBDI®) as a research instrument. It was used to determine the thinking preferences of the lecturers. Each lecturer obtained their brain profile that served as baseline data for self-study in the future. The profiling revealed their strengths and areas that they needed to work on – as individuals and as a team.Results: The theory of Whole Brain® thinking was identified as an enabler towards transforming self and practice. This transformation involved both lecturers and prospective clinical associates.Conclusion: The value of the study mainly lies in the development of the professionalism of the lecturers. Linked to professionalism is the value of using the theory of Whole Brain® thinking that primarily informed the teaching practice of the lecturers. And secondary to this, the students’ authentic clinical practice, which included patients and simulated practice where peers act as patients. The study contributed to the scholarship of teaching and learning in a medical clinical context and to participatory action research – both interrogated from a Whole Brain® perspective for the first time in the context in question.

show abstract

“…Self-study is dual: each of us looks into the actions of the "I"; as a collective we look into the actions of the "we'". We take responsibility for self-empowerment and selfregulated professional development -to become an independent academic who takes ownership of maximising own potential (Slabbert, De Kock, & Hattingh, 2009;Du Toit, 2018).…”

Section: Introductionmentioning

confidence: 99%

Using Whole Brain® thinking to inform lecturer identity in family medicine

Toit

2022

Rev. Docência Ens. Sup.

View full text Add to dashboard Cite

This paper serves as a conceptualisation of how the principles of Whole Brain® thinking can be used to inform lecturer identity. The objective of this position paper is to engage discourse on the educational professional development of early-career academics in health sciences. It is about laying a scholarly foundation for self-study. As a scholarly community of practice in family medicine we wanted to determine to what extent the literature – theoretical framework – is silent on innovative means to ensure that academics take responsibility for their development, using self-regulated learning and self-empowerment. In our search for literature on theories of professional learning we came across the theory about Whole Brain® thinking. Our action research initiatives revolve around the notion of individuals’ preferences for different modes of thinking. Our preferred modes of thinking inform our teaching practice and lecturer identity.

show abstract

Reflecting on more than 20 years of involvement in a postgraduate higher education qualification for academics: May I dare use an auto-ethnographic lens?

Abstract: Reflecting on more than 20 years of involvement in a postgraduate higher education qualification for academics: May I dare use an auto-ethnographic lens?', The Journal for Transdisciplinary Research in Southern Africa 14(2), a481.

Cited by 3 publications

References 11 publications

Upper-Secondary School Students’ Cerebral Dominance and Learning Styles: The Mediation of Chronotypes

Upper-Secondary School Students’ Cerebral Dominance and Learning Styles: The Mediation of Chronotypes

Formation of professionalism: A courtship between academic staff and prospective clinical associates

Using Whole Brain® thinking to inform lecturer identity in family medicine

Contact Info

Product

Resources

About