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University Learning and Teaching Centres play a pivotal role in shaping institutional culture and advancing the quality of education. The Centre for Innovation in Learning and Teaching (CiLT) at Nazarbayev University exemplifies this by embedding a literacy-as constructivist social science classroom-social-practice (LSP) framework to address challenges like fragmented academic support and limited faculty development. LSP emphasises that teaching, learning, and scholarly writing are not isolated skills but practices shaped by sociocultural and institutional contexts. This chapter examines how the CiLT fosters collaboration through establishing communities of practice groups, promoting interdisciplinary dialogue, enhancing faculty pedagogical skills, and advancing the scholarship of teaching and learning (SoTL). In sharing the CiLT’s early experiences, the chapter offers insights into the significance of socially situated frameworks that can guide regional universities in Kazakhstan and Central Asia.

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Embedding a Culture and Pedagogy of Social Practices in a University Learning and Teaching Centre: Policy, Connection, and Professional Learning

  • 章节

  • 发表日期：

    2025年

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  • Elaine Sharplin,
  • Aida Nuranova,
  • Warren Rocco

摘要

University Learning and Teaching Centres play a pivotal role in shaping institutional culture and advancing the quality of education. The Centre for Innovation in Learning and Teaching (CiLT) at Nazarbayev University exemplifies this by embedding a literacy-as constructivist social science classroom-social-practice (LSP) framework to address challenges like fragmented academic support and limited faculty development. LSP emphasises that teaching, learning, and scholarly writing are not isolated skills but practices shaped by sociocultural and institutional contexts. This chapter examines how the CiLT fosters collaboration through establishing communities of practice groups, promoting interdisciplinary dialogue, enhancing faculty pedagogical skills, and advancing the scholarship of teaching and learning (SoTL). In sharing the CiLT’s early experiences, the chapter offers insights into the significance of socially situated frameworks that can guide regional universities in Kazakhstan and Central Asia.