Affect and ipsative approaches as a counter to pedagogic frailty: the guardian of traditional models of student success
Affect and ipsative approaches as a counter to pedagogic frailty: the guardian of traditional models of student success
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情感和自省方法作为对抗教学弱点的方法：传统学生成功模式的守护者
DOI：
10.1080/07294360.2018.1494141
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发表时间：
2018
影响因子：
3.2
通讯作者：
J. Rattray
中科院分区：
文献类型：
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作者：
J. Rattray
在这篇文章中，我考虑了围绕高等教育的新自由主义话语是如何导致越来越厌恶风险的学习和教学文化的。学生通常不愿意接触麻烦或具有挑战性的知识，学者也不太可能把学习者推向有争议的领域，或者偏离公认的教学实践，因为害怕让他们感到不安。这种情况的后果是，我们可能会有一代缺乏适应毕业生市场的能力的毕业生。借鉴教学脆弱性的概念，考虑到与高风险、单点评估相关的成功模式如何限制学习者积极影响的发展。相反，我主张重新考虑建立在被动评估原则基础上的成功概念，将其作为一种支持情感属性发展的手段，如韧性、乐观和希望，以确保毕业生为不确定的未来做好准备。
ABSTRACT In this article, I consider how the neoliberal discourses surrounding higher education have resulted in an increasingly risk-averse culture of learning and teaching. Students are frequently reluctant to engage with troublesome or challenging knowledge and academics are less likely to push learners into contested spaces or deviate from accepted pedagogical practices for fear of upsetting them. The consequence of this situation is that we potentially have a generation of graduates who lack the resilience to cope in the graduate market. Drawing on the notion of pedagogic frailty, consideration is given to how models of success, that are associated with high stakes, single-point assessment, might limit the development of positive affect in learners. I argue instead for a reconsideration of notions of success building on the principles of ipsative assessment as a means of supporting the development of affective attributes, such as resilience, optimism and hope, in an effort to ensure graduates are equipped for an uncertain future.