Fidelity in Teaching in Enhancing Student Learning

Abstract

As teachers, we have long recognised that one key way to enthuse and engage students in learning is by helping them see the connection between what is learned in class and how the knowledge can be applied beyond the confines of the class. We have also acknowledged that for learning to occur, context is important for relevance and authenticity; and tasks that are realistically demanding can challenge students cognitively so that they move toward a higher level of maturity in thinking. Teachers have trialed, implemented, revisited, and studied designs and approaches to ensure student learning. Shulman (2000) terms this continuous pursuit as fidelity, or a strong commitment to our role as “teacher, mentor, steward, and public servant” (p. 95). He further unpacks fidelity as integrity to (a) the domain or discipline; (b) student learning; (c) the respective communities; and (d) educators’ own identities. (Abstract taken from first paragraph of document)