Dannreuther, C (2014) Engagement as an educational objective. Journal of Contemporary European Research, 10 (4). 490 - 504. ISSN 1815-347X
Abstract
Few politics modules encourage research based learning to generate research and evidence for policy debate.This example draws from a final year undergraduate module that explores Britain's relationship with the EU to asesses the pedagogic role of policy engagement on student learning, motivation and reflection. It argues that engagement with pratitioners creates a cognitive disequilibrium within students that enables them to learn.In practical terms this means that applying concepts to empirical problems in seminars, lectures, offline resources and assessments allows students to demonstrate originality and rigour in their work that is more easily rewarded with higher grades.Furthermore practitioner engagement offers motivational factors such as achievement, recognition and employability.The costs to this approach include the preparation of additional teaching resources and additional teaching to provide high levels of support to the students.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | (c) 2014, The Author. This is an open access article under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives 4.0 International License. |
Keywords: | Britain and the EU; cognitive disequilibrium; motivation; pedagogy; practitioner engagement; teaching European studies |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Politics & International Studies (POLIS) (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 18 Mar 2015 09:14 |
Last Modified: | 09 Feb 2018 05:24 |
Published Version: | http://www.jcer.net/index.php/jcer/article/view/65... |
Status: | Published |
Publisher: | UACES |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:83477 |