A critical reflecting on the teaching and learning agenda at a higher education institution in South Africa
AbstractThe paper provides the author’s teaching philosophies and the applicable teaching and learning theories to the author’s discipline and research field. In summary, the paper provides a critical refection on the teaching and learning agenda at a higher education (HE) institution in South Africa. The HE institution referred to in the study is categorised under the historically disadvantaged institutions (HDIs) according to the South African colonial history context. Details of the author’s agential roles in the HE institution are provided in the study, together with structural-cultural traditions of the HE institution. A number of suggested improvements are provided in the study based on a theoretically informed position aimed to impact on student success. The paper culminates with some concluding remarks supported with areas for future research.
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