Dear Janette,
thanks for the question - and when you have gathered a range of
(discursive) definitions - I do hope you share them with the list.
I have as always been reading through my emails in reverse
chronological order - so have seen some of the definitions already
offered... and agree with respect to situatedness and context - loved
Nick's description of a student-centred process for evolving
definitions of 'good'... and the acknowledgement that students have to
be taken into account...
Of course where the 'good' that was intended was to disrupt
subliminally internalised negative or unhelpful views of
teaching/learning/assessment the first student response might not
always be positive. In fact where we work with discipline staff to
embed emancipatory practice, they too might give us negative feedback
about our practice.
There are still those - both student and staff - who see the student
as the empty vessel awaiting filling by the all-knowing pedagogue -
and disrupting that is to my mind an essential part of good practice -
and not always appreciated!
Best,
Sandra
On 7 February 2013 11:58, Janette Myers <[log in to unmask]> wrote:
> Dear All
> Once again, emailing for help with my homework! We are reviewing mechanisms
> for disseminating good practice. I have been asked to collect a shortlist of
> definitions of good practice, so my first thought was to ask the list. Do
> you work with an established definition or do you have an implicit one that
> you use?
>
> My task is complicated because I have made the point to this committee that
> good practice need not be new, it could be old and established and that it
> involves sharing outcomes and evaluation, whether that evaluation was
> positive or negative as both are valuable. This definition was rejected and
> my punishment for stepping out of line is to bring back other definitions to
> the next meeting
>
> Best wishes
> Janette
>
> --
>
>
> Dr Janette Myers
> Senior Lecturer in Student Learning and Support,
> Member of ALDinHE Steering Group and Chair of Professional Development
> Working Group
> Division of Population Health Sciences and Education,
> Section for Medical and Healthcare Education,
> 6th floor Hunter Wing,
> St George's, University of London
> Cranmer Terrace
> London
> SW17 0RE
>
> 020 8725 0616
--
Sandra Sinfield
University Teaching Fellow
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