Pedagogical Innovation among University Faculty

摘要

Faculty often emphasize research compared with teaching in their work. However, some faculty endeavor to be excellent teachers by innovating pedagogy to enhance student learning. This qualitative study focused on developing a theory to describe faculty’s innovative process. The theory defined as Reciprocal Engagement includes one category: Practice. Three sub-categories emerged — Cycle of Innovation, Cycle of Feedback, and Gradation of Innovation—which describe the process of innovation. Cycle of Innovation indicates an accumulation of innovation over the course of a faculty’s career. Cycle of Feedback suggests the academic and social engagement between faculty and students. Gradation of Innovation describes the three levels of pedagogical innovation.