1. Community
1.1. Peers
1.1.1. feedback from
1.1.2. modelling to others
1.2. student feedback
2. Dall'Alba
2.1. Epistomology
2.1.1. Knowledge
2.1.2. skills
2.1.3. techniques
2.2. Ontology
2.2.1. What it means to be a 'teacher'
2.3. Reflection
2.3.1. integrattion of knowledge with being
2.3.2. literature
2.3.3. self reflection
3. How we understand
4. Brookfield, S. (1995) Becoming a Critically Reflective Teacher. San Francisco, Jossey-Bass. pp 28-48
5. Ramsden, P. (2003) Introduction. In Learning to Teach in Higher Education. 2nd Edition. London: RoutledgeFalmer, pp3-11
6. Dall'Alba, G. (2005). Improving teaching: Enhancing ways of being university teachers. Higher Education Research and Development 24 (4), pp361-372.
7. Ramsden
7.1. Context / environment
7.1.1. Individual
7.1.2. Course teams
7.1.3. department
7.1.4. Institution
7.2. Refklection
7.2.1. Learning from students
7.2.2. Inquiry based approach
7.2.2.1. learning by teaching
7.3. Professionalisation
7.3.1. evidence based approach
7.3.1.1. Authority
7.4. embedded skills
7.4.1. application of knowledge
7.4.1.1. Qualitative change in Undertanding
8. Brookfield
8.1. Reflection
8.1.1. Self review
8.1.1.1. aware of assumptions
8.1.1.2. visceral / emotinoal connection to students
8.1.2. Peer review
8.1.2.1. observing / critical conversations
8.1.2.2. shared perspectives
8.1.2.3. CoP
8.1.3. Literature
8.1.3.1. authority
8.1.3.2. authenticity
8.1.3.3. provides language to describe practice
8.1.3.4. provides context for seemingly idiosyncratic issues
8.1.4. student review
8.1.4.1. teacher perspective vs student perspective
8.1.4.2. questions of trust
8.1.5. Agemts of change