Pedagogy is the art or process of teaching ( see http://en.wikipedia.org/wiki/Pedagogy). I'm a life long learner and this space is illustrative of how I continue to shape and re-design myself as a "teacher"/"learner." 

I believe that teaching and learning is a process of knowledge construction, which is not a direct transfer from teacher to student. Rather, knowledge building is an interactive, dynamic, constructive performance, which is contextualized by the teacher’s and students’ lived experiences and preconceived notions/biases related to the subject at hand. Our knowledge construction occurs in a learning community that is located within larger and multiple discourses of teaching and learning. These discourses potentially legitimize one’s practices. I believe in the following practices: i) learner directed; ii) constructing our learning together and; iii) reflecting on one’s understanding and expereinces.  I’m a practitioner of collaboration within the parameters of the class and university guidelines, so as a student, if you bring an idea to class I’ll consider it to the best of my ability and context.

The picture above illustrates my view of how a student's personal and professional lives intersects with academic lives (similar to the teacher's). And I believe in my practice of teaching I attempt to create learning environments where there is a continous process of meaning-making among these spheres, thus making you a life learner as well. The space where these spheres intersect are liminal spaces (Turner) or thresholds of learning where there is cross-fertilization and new learnings and identities are being formed. These liminal spaces are spaces of becoming...

It is within this liminal space of becoming that I am designing two pedagogical projects:

1. Capstone: Reflective Learning in small groups
2. Becoming a Therapist: Template for Professional Clinical Portfolios

More on this soon....