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

University of Brighton

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
Number of pages	11
Journal	Reflective Practice
Volume	16
Issue number	4
DOIs	https://doi.org/10.1080/14623943.2015.1064376
Publication status	Published - 1 Jan 2015

Bibliographical note

This is an Accepted Manuscript of an article published by Taylor & Francis in Reflective Practice on 22/07/2015, available online: http://wwww.tandfonline.com/10.1080/14623943.2015.1064376

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A boring story revised for upload changes acceped not anon (1).pdfAccepted author manuscript, 513 KBLicence: Unspecified

Cite this

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

Abstract

Bibliographical note

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