Developing evidence-based teaching practice

Abstract

feature in their practices. All the participants found that knowledge construction happened most efficiently in social settings where experiences, reflection and critical analysis could be shared with others and provide foundations for new learning. Biculturalism and M ä ori models were also consistent themes, with the concepts of ako (to teach and to learn) and tuakana/teina (relationship; older expert guides a younger novice) informing practice. Constructivism theory, including the use of experiential learning (Knowles Kolb, 2015) and scaffolding 1966), and social constructivism, using Vygotsky’s (1978) zone of proximal development, are the key theories that inform these teaching practitioners. Humanism theory, supported by Te Whare Tapa Wh ä (Durie, 1998), informed teachers of health and the online Leadership for Change course. Social cognitive theory informed teaching in construction technology, using observation, imitation and modelling (Bonner et al., 2017). Each teacher was drawn to pedagogical theories and models depending on the ‘fit’ with their individual specialist areas. For example, Sarah was drawn to andragogy and the experiential learning cycle because it could be applied to clinical practice learners in occupational therapy.