期刊名称：Journal of University Teaching & Learning Practice
印刷版ISSN：1449-9789
出版年度：2021
卷号：18
期号：5
页码：101-118
DOI：10.53761/1.18.6.08
语种：English
出版社：University of Wollongong
摘要：This paper discusses how pedagogical theory can be used in conceptualizing a collaborative teaching development program in higher education. A theoretically driven teaching development program can be of benefit to both the reviewer and the reviewee by providing (a) a foundation for the reviewee to examine their educational content being reviewed; and (b) a systematic framework for the reviewee for evaluating the content under review. Appropriately used pedagogical theory enables the constructive alignment of teaching, learning, and assessment. This collaborative, self-reflective, and bi-directional teaching development process facilitates a sense of self-determination, which facilitates motivation and achievement of goals.
