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

Pieter Hertzog  Du Toit

doi:10.35699/2237-5864.2022.35885

Authors

Pieter Hertzog Du Toit University of Pretoria (UP), Pretoria, South Africa. https://orcid.org/0000-0003-3394-8140

DOI:

https://doi.org/10.35699/2237-5864.2022.35885

Keywords:

lecturer identity formation, self-regulated professional learning, Whole Brain® thinking, Whole Brain® action research, Whole Brain® participatory action research

Abstract

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.

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Author Biography

Pieter Hertzog Du Toit, University of Pretoria (UP), Pretoria, South Africa.

Pieter is an associate-professor in the Faculty of Education, University of Pretoria. He specializes in the educational professional development of academic staff. Interests revolve around adult learning theories such as thinking preferences, self-directed learning and constructivism – used to transform practice. The latter is studied through the lens of scholarship of teaching and learning (SoTL), which includes auto-ethnography, action/participatory action research.

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