Patterns of Practice
Patterns of Practice
Patterns of Practice: An International Journal of Scholarship of Teaching and Learning is a peer-reviewed open-access international journal jointly hosted by the Department of Education and the Centre for Excellence in Learning and Teaching, University of East London.
Aims
Patterns of Practice: An International Journal of Scholarship of Teaching and Learning is a peer-reviewed open-access international journal jointly hosted by the Department of Education, School of Childhood and Social Care and the Centre for Excellence in Learning and Teaching, University of East London.
Patterns of Practice is published twice a year (Spring/Summer and Autumn/Winter) and offers an exploratory, rigorous, and creative space for informed debate, practice, and discussion on all aspects of the Scholarship of Teaching and Learning (SoTL) in higher education.
Scope
The editors welcome submissions on all current and pertinent aspects of teaching and learning, particularly matters of inclusivity, authenticity, and twenty-first century readiness. However, beyond these matters, we invite fresh perspectives to Scholarship of Teaching and Learning (SoTL). The scope of the journal is multidisciplinary and international in its reach and work selected for publication sees to foster the development of praxis around higher education practice.
The editors especially invite scholarship from all practitioners who design, adopt, assess, evaluate, and research either first-person or a combination first-, second- and third-person inquiry, methods, and practices. Roth (2006) opens calling for a greater combination of third-person and first-person modes of inquiry in higher education:
‘Our scientific knowledge of how the world works has never been stronger, but our ability to use it to transform our lives to create greater personal and social harmony remains relatively weak. We can use our technology of the outer world to treat previously incurable diseases, but our mastery of the ‘‘technology’’ of the inner world is so rudimentary that we can barely contain the passions that lead us to destroy the very human life that we, paradoxically, struggle so hard to preserve. We have become the masters of third-person scientific investigation, but we are mere novices in the art of critical first-person scientific investigation. We have never known more about how the mind works, yet our ability to apply this knowledge to our own experience has not been correspondingly developed’ (p. 1787).
One of the reasons for the paradoxical situation that higher education institutions are facing is that there has been a failure to combine the careful, systematic, and scientific investigation of contemplative experience from a combined third-person and first-person perspective. Higher education pedagogy and curriculum is currently dominated by third- person inquiry: observation, analysis, recording, and discussion on a whole variety of subjects held at arm’s length, as a priori, ‘as if they were solely objects and our own subjectivity in viewing them does not exist’ (Roth, 2006, p.1790).
Given the long-held dominance of third-person inquiry in the neoliberal academy, Patterns of Practice especially seeks to amplify first-person inquiry of practitioners and students in an endeavour to unearth both alternative ways of knowing in higher education and alternative visions of higher education.
Given the long-held dominance of third-person inquiry in the neoliberal academy, Patterns of Practice especially seeks to amplify first-person inquiry of practitioners and students in an endeavour to unearth both alternative ways of knowing in higher education and alternative visions of higher education.
While nurturing and publicising inquiry, creativity and criticality within higher education, Patterns of Practice also seeks to stimulate, provoke, and extend discussion and debate with other professionals associated with this field.
Published twice per calendar year (Spring/Summer and Autumn/Winter), Patterns of Practice adopts an open, critical, reflective, and interdisciplinary approach to SoTL. Issues are ‘themed’ around ‘big ideas’ that encompass the emotive, collaborative, and critical aspects of SoTL. Launched around the theme (Volume 1, Issue 1) of ‘Authenticity’, subsequent issues will explore themes of ‘Ambition’, ‘Risk’, ‘Desire’, ‘Uncertainty’, ‘Partnership’, ‘Intention’ and ‘Confidence’.
ISSN:
(Print) 3050-2381
(Online) 3050-239X
Publication frequency:
Twice a year
Subject:
The Scholarship of Teaching and Learning
Publisher:
Department of Education, School of Childhood and Social Care and the Centre for Excellence in Learning and Teaching (CELT), University of East London
Contact us
General inquiries, questions and article submissions can be sent to the journal editors at: patternsofpractice@uel.ac.uk
Joint Editors-in-Chief
Dr. Gabriella F. Buttarazzi, Centre for Excellence in Learning and Teaching, University of East London (e-mail: g.buttarazzi@uel.ac.uk)
Dr. Warren Kidd, Department of Education, University of East London (e-mail: w.kidd@uel.ac.uk)
Subject
Patterns of Practice is a SoTL journal that hopes to animate academics to bring their scholarly mindsets and skillsets to their teaching by probing, asking questioning, gathering evidence of all forms, drawing conclusions, raising new questions, and ultimately bringing what they discover through that process of inquiry to their students’ learning.
Abiding by the five principles that Felten (2013) puts forward, SoTL is a rigorous and sustainable endeavour that:
(1) is concerned with inquiry into student learning,
(2) is grounded in context,
(3) is methodologically sound,
(4) is conducted in partnership with students, and
(5) is made appropriately public.
McKinney points out that ‘SoTL can serve many positive functions for individuals, courses, programs, institutions, and higher education more broadly’ (2007, p. 23). Engaging in SoTL can help academics and future academics develop into more reflective and scholarly teachers, demonstrating a commitment to teaching and supporting learning. Additionally, SoTL can extend academic research programs. Finally—and arguably most importantly—SoTL enables academics to develop an awareness student learning in their classrooms and other educational contexts.
Patterns of Practice explores a wide and inclusive definition of SoTL within the boundaries of higher education. By this we mean that we would consider SoTL practice within higher education at all levels of practice, outreach performed by higher education providers, access, higher education in further education and further education in higher education. These contexts will be defined by the usual national and regional associated with how higher education is structured and plays out across different national contexts.
Volume | Publication date | Theme |
---|---|---|
Volume 1 | Spring/Summer 1 | Authenticity |
Autumn/Winter 2 | Creativity | |
Volume 2 | Spring/Summer 1 | Ambition |
Autumn/Winter 2 | Uncertainty | |
Volume 3 | Spring/Summer 1 | Partnership |
Autumn/Winter 2 | Innovation | |
Volume 4 | Spring/Summer 1 | Intention |
Autumn/Winter 2 | Risk |
For more details, please refer to the Call for Papers page.
References
- Felten, P. (2013). Principles of good practice in SoTL. Teachng & Learning Inquiry: The ISSOTL Journal, 1(1), 121-125.
- McKinney, K. (2007). Enhancing learning through the scholarship of teaching and learning: The challenges and joys of juggling. San Francisco, CA: Anker Publishing.
- Roth, H. D. (2006). Contemplative studies: Prospects for a new field. Teachers College Record, 108(9), 1787-1815.
Disclaimer
The School of Education and Communities (EDUCOM) or the Centre for Excellence in Learning and Teaching (CELT) make every effort to ensure the accuracy of all the information (the "content") contained in this publication. However, it, or any of its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the content and deny all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of EDUCOM and CELT.
Editors
Joint Editors-in-Chief
- Dr Gabriella F. Buttarazzi, Centre for Excellence in Learning and Teaching, University of East London (e-mail: g.buttarazzi@uel.ac.uk)
- Dr Warren Kidd, Department of Education, School of Childhood and Social Care, University of East London (e-mail: w.kidd@uel.ac.uk)
Deputy Editor
- Jonathan Tulloch, Centre for Excellence in Learning and Teaching, University of East London. (e-mail: j.tulloch@uel.ac.uk)
- Dr Mario Moya, Department of Education, School of Childhood and Social Care, University of East London. (e-mail: mario.moya@uel.ac.uk)
Copy Editor – Pre and Post-production
- Lindy Zubairy, Department of Education, School of Childhood and Social Care, University of East London. (e-mail: l.zubairy@uel.ac.uk)
Editorial Board
- Prof. Bugewa Apampa, Education and Experience, University of East London.
- Dr. Sophia Bokhari, School of Childhood and Social Care, University of East London.
- Dr. Tina Byrom, Centre for Enhanced Academic Practice, Loughborough University.
- Anna Caffrey, School of Health Sport and Bioscience, University of East London.
- Dr. Stefano Casalotti, School of Health Sport and Bioscience, University of East London.
- Prof. Gerry Czerniawski, School of Childhood and Social Care, University of East London.
- Asst. Prof. Maria Dardanou, Department of Education, The Arctic University of Norway.
- Ciro Genovese, School of Childhood and Social Care, University of East London.
- Assoc. Prof. Konstantinos Giakoumis, Faculty of Humanities and Linguistic Communication, University College of Logos.
- Jacqueline Goulbourne, Centre for Excellence in Learning and Teaching, University of East London.
- Richard Harty, School of Childhood and Social Care, University of East London.
- Sima Heer, Centre for Excellence in Learning and Teaching, University of East London.
- Dr. Godwin Ioratim-Uba, School of Education and English, University of Nottingham Ningbo China.
- Prof. Thanassis Karalis, Department of Educational Science and Early Childhood Education, University of Patras.
- Prof. Katerina Kedraka, Centre of Teaching and Learning, Democritus University of Thrace.
- Aniqa Khaliq, School of Childhood and Social Care, University of East London.
- Lauren Knowles, School of Foundation Studies and Mathematics, Oryx Universal College.
- Prof. Vassilis Komis, Department of Educational Science and Early Childhood Education, University of Patras.
- Asst. Prof. Lavidas Konstantinos, Department of Educational Science and Early Childhood Education, University of Patras.
- David Krygier, School of Foundation Studies and Mathematics, Oryx Universal College.
- Dr. John Macklin, School of Childhood and Social Care, University of East London.
- Dr. Anastasia Misirli, Department of Educational Science and Early Childhood Education, University of Patras.
- Dr. Angela Murphy-Thomas, Centre for Excellence in Learning and Teaching, University of East London.
- Dr. Valbona Nathanaili, Faculty of Human Sciences and Linguistics Communications, University College of Logos.
- Jeanne O’Connell, Centre for English Language Education, University of Nottingham Ningbo China.
- Dr. Olajumoke Jummy Okoya, Office for Institutional Equity, University of East London.
- Dr. Stephen Palmer, School of Childhood and Social Care, University of East London.
- Dr. Andy Pitchford, Centre for Education and Teaching Innovation, University of Westminster.
- Ass. Prof. Natassa Raikou, Department of Special Education, University of Thessaly.
- Dr. Melisa Rinaldi, Centre for Excellence in Learning and Teaching, University of East London.
- Dr. Jennifer Robson, School of Childhood and Social Care, University of East London.
- Marion Sadoux, Language Centre, University of Oxford.
- Dr. Evgenia Theodotou, School of Childhood and Social Care, University of East London.
- Dr. Angie Voela, School of Childhood and Social Care, University of East London.
- Dr. Mike Wride, Centre for Transformative Learning, University of Limerick.