Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/19745
Title: University Educator Mindsets: How Might Adult Constructive-Developmental Theory Support Design of Adaptive Learning?
Contributor(s): Stewart, Cherry (author); Wolodko, Brenda  (author)
Publication Date: 2016
Open Access: Yes
DOI: 10.1111/mbe.12126Open Access Link
Handle Link: https://hdl.handle.net/1959.11/19745
Abstract: This article explores Robert Kegan's adult constructive-developmental (ACD) theory. We compare these ideas to the way educators at each of Kegan's meaning-making levels might plan, implement, and assess digitally enhanced teaching activities. Using Drago-Severson's interpretation of Kegan's concepts, the authors propose that behaviors of university teaching practitioners indicate mindsets evident at four ACD levels-instrumental, socialized, self-authoring, and self-transforming. Higher education professional development literature has identified a significant gap in practitioner implementation of interactive strategies using digital tools. If university practitioners increase their mental complexity they may become more adaptive in the application of interactive pedagogies and digital technologies. Adaptive approaches might cultivate new pedagogies supporting and challenging students toward more complex and flexible qualities of mind.
Publication Type: Journal Article
Source of Publication: Mind, Brain, and Education, 10(4), p. 247-255
Publisher: Wiley-Blackwell Publishing Inc
Place of Publication: Hoboken, United States of America
ISSN: 1751-2271
1751-228X
Field of Research (FOR): 130313 Teacher Education and Professional Development of Educators
130103 Higher Education
Socio-Economic Outcome Codes: 930202 Teacher and Instructor Development
930203 Teaching and Instruction Technologies
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Views: 71
Downloads: 2
Appears in Collections:Journal Article
School of Education

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