Praxis: Teachers’ Dilemma to Choose the Right Action
The paper is more concerned with philosophy of teaching and learning, i.e. more theory than practice. However, by stating so I don’t want to assume a ‘superior’ position, but intend to willingly inform the reader what they might expect out of this philosophical debate. This paper explores the literature that exists surrounding praxis, teacher leadership in action and the purpose behind the action and what this debate really holds for students’ learning, teachers’ professionalism and scholars’ quest especially in context of higher education and university teaching. I have adopted a critical feminist stance while doing so, critical in a sense that all our actions leave some impact upon the society we live in (Giddens, 1984) and feminist in a sense that I regard teachers ‘the oppressed’ community (Crotty, 1998).
||Higher Education, Teaching Practice, Reflection and Action, Innovation, Quality
The International Journal of Learning, Volume 16, Issue 7, pp.27-38.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 1.310MB).
Assistant Professor, Department of Management Studies, Punjab College of Business Administration, University of Central Punjab, Lahore, Pakistan
I am Seema Arif, MSc in PSYCHOLOGY, MA in EDUCATIONAL LEADERSHIP AND MANAGEMENT and PhD in EDUCATION. My teaching area is ‘human relations’. I am a devoted researcher. My special area of interest is holistic personality development through education and ‘systems view of life’. My approach toward research is inductive and I usually adopt phenomenology as research methodology and most of my recent research is qualitative. The topic of my PhD research is “Dynamics of Quality Management in Higher Education” with special focus on checking interrelationship between teaching learning environment and student satisfaction. Recently, I haven been involved in action research, especially connected with changing values in higher education that has transformed teaching practice altogether. Previously I’ve worked on Burns’ Transformational Leadership theory and constructed a model for educational leadership using transformational theory and with special emphasis on systems change via organizational learning for continual improvement. I have presented in many local and international conferences and have many publications as well.
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