Using Whole Brain® thinking to inform lecturer identity in family medicine: a position paper

• Autor(a) principal: Du Toit, Pieter Hertzog
• Data de Publicação: 2022
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Revista Docência do Ensino Superior (Online)
• Texto Completo: https://periodicos.ufmg.br/index.php/rdes/article/view/35885
• topic: formação da identidade do professor; aprendizagem profissional autorregulada; pensamento holístico (ou baseado no modelo Whole Brain®); pesquisa-ação holística ou baseada no modelo Whole Brain®; pesquisa-ação participativa; lecturer identity formation; self-regulated professional learning; Whole Brain® thinking; Whole Brain® action research; Whole Brain® participatory action research; formación de la identidad docente; aprendizaje profesional autorregulado; pensamiento Whole Brain®; investigación-acción Whole Brain®; investigación-acción participativa Whole Brain®

This paper serves as a conceptualisation of how the principles of Whole Brain® thinking can be used to inform lecturer identity. The objective of this position paper is to engage discourse on the educational professional development of early-career academics in health sciences. It is about laying a scholarly foundation for self-study. As a scholarly community of practice in family medicine we wanted to determine to what extent the literature – theoretical framework – is silent on innovative means to ensure that academics take responsibility for their development, using self-regulated learning and self-empowerment. In our search for literature on theories of professional learning we came across the theory about Whole Brain® thinking. Our action research initiatives revolve around the notion of individuals’ preferences for different modes of thinking. Our preferred modes of thinking inform our teaching practice and lecturer identity.