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Disrupting Learning Landscapes: mentoring, engaging, becoming

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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

Abstract

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.

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Title:
Disrupting Learning Landscapes: mentoring, engaging, becoming
Creators:
Abegglen, Sandra, Burns, Tom and Sinfield, Sandra
Date:
2014
Subjects:
300 Social sciences > 370 Education
800 Literature & rhetoric
Department:
School of Social Professions (to June 2021)
Centre for Professional Education and Development (CPED) - to 2023
School of Social Sciences and Professions
Publisher:
Centre for the Enhancement of Learning and Teaching (CELT), London Metropolitan University
Uncontrolled Keywords:
Investigations in university teaching and learning, Non-traditional students, reflective practice, quasi-academic writing, Blogs and logs, becoming academic
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
Record
URI:
https://repository.londonmet.ac.uk/id/eprint/328
Item Type:
Article
Depositing User:
David Pester
Date Deposited:
15 Apr 2015 08:07
Revision:
14
Last Modified:
19 Jul 2021 16:03
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