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

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...
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Gespeichert in:

Autor*in:	Pieter Hertzog Du Toit [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch ; Spanisch ; Portugiesisch

Erschienen:	2022

Schlagwörter:	lecturer identity formation self-regulated professional learning Whole Brain® thinking Whole Brain® action research Whole Brain® participatory action research

Übergeordnetes Werk:	In: Revista Docência do Ensino Superior - UFMG, 2017, 12(2022)
Übergeordnetes Werk:	volume:12 ; year:2022

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc Journal toc

DOI / URN:	10.35699/2237-5864.2022.35885

Katalog-ID:	DOAJ023234598

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author	Pieter Hertzog Du Toit
spellingShingle	Pieter Hertzog Du Toit misc lecturer identity formation misc self-regulated professional learning misc Whole Brain® thinking misc Whole Brain® action research misc Whole Brain® participatory action research misc Education misc L Using Whole Brain® thinking to inform lecturer identity in family medicine
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topic_title	Using Whole Brain® thinking to inform lecturer identity in family medicine lecturer identity formation self-regulated professional learning Whole Brain® thinking Whole Brain® action research Whole Brain® participatory action research
topic	misc lecturer identity formation misc self-regulated professional learning misc Whole Brain® thinking misc Whole Brain® action research misc Whole Brain® participatory action research misc Education misc L
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title	Using Whole Brain® thinking to inform lecturer identity in family medicine
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title_sort	using whole brain® thinking to inform lecturer identity in family medicine
title_auth	Using Whole Brain® thinking to inform lecturer identity in family medicine
abstract	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.
abstractGer	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.
abstract_unstemmed	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.
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title_short	Using Whole Brain® thinking to inform lecturer identity in family medicine
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Using Whole Brain® thinking to inform lecturer identity in family medicine

Nicht das Richtige dabei?

Zugang & Verfügbarkeit

Vorhandene Bände

Nicht das Richtige dabei?