Visualising the pedagogic frailty model as a frame for the scholarship of teaching and learning

摘要

Purpose The purpose of this study is to offer exploration of pedagogic frailty as a framework to support professional development of university teachers in a personalised and discipline-sensitive way. Design/methodology/approach The method involves participants constructing a concept map for each dimension of the model. These maps must have high explanatory power to act as a frame for developing a personal narrative to support reflection on practice. This reflection starts from the academic’s current knowledge structure and provides a bespoke, individualised focus for further learning. Findings This conceptual paper is informed by case studies of academics’ interactions with the frailty model that have helped to refine it as a faculty development tool. This is clarified by providing explicit requirements of an “excellent” map, and places the reflective process within a learning theory that is aligned with the values that underpin the model. Originality value The type of rhizomatic learning that is support...