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	<title>Scholarship of teaching and learning &#8211; Dr Lynette Pretorius</title>
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	<title>Scholarship of teaching and learning &#8211; Dr Lynette Pretorius</title>
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		<title>What is an education-focused academic?</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/education-focused-academic/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/education-focused-academic/#respond</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Fri, 26 Jun 2026 07:06:27 +0000</pubDate>
				<category><![CDATA[Academic Identity]]></category>
		<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[Academia]]></category>
		<category><![CDATA[Education-focused academics]]></category>
		<category><![CDATA[Educational leadership]]></category>
		<category><![CDATA[Higher education career pathways]]></category>
		<category><![CDATA[Scholarship of teaching and learning]]></category>
		<category><![CDATA[Teaching practice]]></category>
		<category><![CDATA[Writing groups]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=2222</guid>

					<description><![CDATA[Author: Lynette Pretorius As a tenured education-focused academic, I am frequently asked a variation of the same curious question: &#8220;What is it that you actually do?&#8221; There is often an underlying assumption that academia only possesses one true shape, leaving many outside, and indeed within, the university ecosystem puzzled by this specific title. To demystify<div class="more-link">
				 <a href="https://www.lynettepretorius.com/the_scholars_way_blog/education-focused-academic/" class="theme-btn"><span>Continue Reading</span></a>
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		<title>The power of collaborative writing and peer feedback in doctoral writing groups</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/power-of-collaborative-peer-feedback/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/power-of-collaborative-peer-feedback/#comments</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Mon, 01 Jul 2024 23:25:45 +0000</pubDate>
				<category><![CDATA[Academic Identity]]></category>
		<category><![CDATA[Doctoral Education]]></category>
		<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[Academic identity]]></category>
		<category><![CDATA[Academic writing]]></category>
		<category><![CDATA[Collaborative learning]]></category>
		<category><![CDATA[Doctoral education]]></category>
		<category><![CDATA[Experiential learning]]></category>
		<category><![CDATA[Feedback]]></category>
		<category><![CDATA[Publishing]]></category>
		<category><![CDATA[Scholarship of teaching and learning]]></category>
		<category><![CDATA[Sense of belonging]]></category>
		<category><![CDATA[Student experience]]></category>
		<category><![CDATA[Teaching practice]]></category>
		<category><![CDATA[Writing groups]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=769</guid>

					<description><![CDATA[Authors: Basil Cahusac de Caux and Lynette Pretorius. Have you ever wondered how doctoral students can navigate the challenging journey of academic writing? For many, the answer lies in the strength of community and the power of collaborative feedback. Our recent paper explores this very subject, examining how doctoral writing groups can transform the academic<div class="more-link">
				 <a href="https://www.lynettepretorius.com/the_scholars_way_blog/power-of-collaborative-peer-feedback/" class="theme-btn"><span>Continue Reading</span></a>
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		<title>Learning how to evaluate the reliability of online sources</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/learning-how-to-evaluate-the-reliability-of-online-sources/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/learning-how-to-evaluate-the-reliability-of-online-sources/#respond</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Mon, 20 Nov 2023 06:20:07 +0000</pubDate>
				<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[Academic writing]]></category>
		<category><![CDATA[Assessing learning]]></category>
		<category><![CDATA[Critical thinking]]></category>
		<category><![CDATA[Educational technology]]></category>
		<category><![CDATA[Experiential learning]]></category>
		<category><![CDATA[Feedback]]></category>
		<category><![CDATA[Scholarship of teaching and learning]]></category>
		<category><![CDATA[Teaching practice]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=334</guid>

					<description><![CDATA[Author: Lynette Pretorius. It is commonly thought that contemporary students are digital natives who are naturally able to use sophisticated digital literacy in their daily practices because they have been immersed in the digital age their entire lives. Research, though, shows that the concept of being a digital native is a myth. For example, studies<div class="more-link">
				 <a href="https://www.lynettepretorius.com/the_scholars_way_blog/learning-how-to-evaluate-the-reliability-of-online-sources/" class="theme-btn"><span>Continue Reading</span></a>
			</div>]]></description>
		
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		<title>Developing students&#8217; critical thinking and clinical reasoning through problem-based assessment</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/developing-students-critical-thinking-and-clinical-reasoning-through-problem-based-assessment/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/developing-students-critical-thinking-and-clinical-reasoning-through-problem-based-assessment/#respond</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Thu, 12 Oct 2023 23:00:31 +0000</pubDate>
				<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[Assessing learning]]></category>
		<category><![CDATA[Clinical reasoning]]></category>
		<category><![CDATA[Constructive alignment]]></category>
		<category><![CDATA[Critical thinking]]></category>
		<category><![CDATA[Experiential learning]]></category>
		<category><![CDATA[Feedback]]></category>
		<category><![CDATA[Scholarship of teaching and learning]]></category>
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		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=412</guid>

					<description><![CDATA[Author: Lynette Pretorius. In clinical education, the challenge is to not just impart content knowledge, but also help students develop critical real-world clinical skills. This is particularly true when it comes to critical thinking and clinical reasoning skills. In a paper I recently wrote with colleagues from a midwifery unit, we demonstrate how constructive alignment<div class="more-link">
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			</div>]]></description>
		
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