Teaching in twenty-first-century higher education: reading Chekhov's 'A boring story' to stimulate reflective practice

John Canning

doi:10.1080/14623943.2015.1064376

Teaching in twenty-first-century higher education: reading Chekhov's 'A boring story' to stimulate reflective practice

John Canning

Research output: Contribution to journal › Article › peer-review

Abstract

Chekhov's novella A Boring Story: From an old man's journal provides a rich stimulus for reflecting upon the practice of teaching in higher education. The narrator's beliefs about academia, science and medicine alongside his tacit theories of learning and encounters with students and colleagues are reflected upon and speculated upon in light of contemporary teaching practice and pedagogic literature.

Original language	English
Pages (from-to)	497-507
Journal	Reflective Practice
Volume	16
Issue number	4
Early online date	22 Jul 2015
DOIs	https://doi.org/10.1080/14623943.2015.1064376
Publication status	Published - 2015

Keywords

Education

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10.1080/14623943.2015.1064376

https://doi.org/10.1080/14623943.2015.1064376

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Teaching in twenty-first-century higher education: reading Chekhov's 'A boring story' to stimulate reflective practice

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