Abegglen, Sandra, Burns, Tom and Sinfield, Sandra (2014) Disrupting Learning Landscapes: mentoring, engaging, becoming. Investigations in university teaching and learning, 9. pp. 15-21. ISSN 1740-5106
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Abstract / Description
The present paper explores the pairing of a second year Peer Mentoring in Practice with a first year Becoming an Educationalist module and the role that reflective writing – in logs and blogs – plays in encouraging our students to engage with the material, to write to learn and to produce narratives of the self in times of transition.
Item Type: | Article |
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Additional Information: | Editor’s note: Paper based on a presentation given at the HEA workshop Interdisciplinarity in teaching and learning narrative: Crossing creative and critical boundaries at The University of Brighton on the 28th of March 2014 |
Uncontrolled Keywords: | Investigations in university teaching and learning, Non-traditional students, reflective practice, quasi-academic writing, Blogs and logs, becoming academic |
Subjects: | 300 Social sciences > 370 Education 800 Literature & rhetoric |
Department: | School of Social Professions (to June 2021) Centre for Professional Education and Development (CPED) School of Social Sciences and Professions |
Depositing User: | David Pester |
Date Deposited: | 15 Apr 2015 08:07 |
Last Modified: | 19 Jul 2021 16:03 |
URI: | https://repository.londonmet.ac.uk/id/eprint/328 |
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