Abstract
Whilst applying for a national teaching award, I was confronted with the possibility that perhaps my teaching was merely “good practice” and not an example of excellence. With the support of some key people, I deconstructed my teaching approaches and reconceptualised how I teach. In doing so, I discovered how ‘just’ talking with peers helped empower me as a teacher. This paper uses an autoethnographic approach to describe my reflections on my teaching practice during the eight week period when I was applying for the award. It firstly describes the method of autoethnography. It then describes key events and stages during the application journey and my reflections on how I was transformed as a teacher through these stages. Finally, this paper concludes with insights about how to apply for a teaching award that encompasses teaching excellence.
| Original language | English |
|---|---|
| Title of host publication | University Learning and Teaching Futures Colloquium 2010: Rethinking Learning in Your Discipline |
| Place of Publication | Armidale, Australia |
| Publisher | University of New England |
| Pages | 1-10 |
| Number of pages | 10 |
| ISBN (Print) | 9781921597268 |
| Publication status | Published - 2010 |
| Event | University Learning and Teaching Futures Colloquium 2010: Rethinking Learning in Your Discipline - Armidale, Australia Duration: 8 Sept 2010 → 9 Sept 2010 |
Conference
| Conference | University Learning and Teaching Futures Colloquium 2010: Rethinking Learning in Your Discipline |
|---|---|
| Country/Territory | Australia |
| City | Armidale |
| Period | 8/09/10 → 9/09/10 |