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	<title>Teaching practice &#8211; Dr Lynette Pretorius</title>
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	<title>Teaching practice &#8211; Dr Lynette Pretorius</title>
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	<item>
		<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">
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		<title>Learning how academia really works: what doctoral students discover beyond the PhD handbook</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/learning-how-academia-really-works/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/learning-how-academia-really-works/#respond</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Wed, 08 Apr 2026 02:24:25 +0000</pubDate>
				<category><![CDATA[Academic Identity]]></category>
		<category><![CDATA[Doctoral Education]]></category>
		<category><![CDATA[Student Wellbeing]]></category>
		<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[Academia]]></category>
		<category><![CDATA[Academic identity]]></category>
		<category><![CDATA[Doctoral education]]></category>
		<category><![CDATA[Education for social justice]]></category>
		<category><![CDATA[Inclusion]]></category>
		<category><![CDATA[Research supervision]]></category>
		<category><![CDATA[Sense of belonging]]></category>
		<category><![CDATA[Student experience]]></category>
		<category><![CDATA[Teaching practice]]></category>
		<category><![CDATA[Wellbeing]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=1850</guid>

					<description><![CDATA[Authors: Sandeep Khattri and Lynette Pretorius. Most doctoral students begin their PhD expecting to learn how to conduct research. They read the literature, design a study, collect and analyse data, and aim to contribute new knowledge to their field. On paper, the path to becoming a scholar appears relatively clear: map the literature, master the<div class="more-link">
				 <a href="https://www.lynettepretorius.com/the_scholars_way_blog/learning-how-academia-really-works/" class="theme-btn"><span>Continue Reading</span></a>
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		<title>Becoming a scholar together: why doctoral writing groups matter</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/why-doctoral-writing-groups-matter/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/why-doctoral-writing-groups-matter/#respond</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Fri, 27 Feb 2026 01:30:16 +0000</pubDate>
				<category><![CDATA[Academic Identity]]></category>
		<category><![CDATA[Doctoral Education]]></category>
		<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[Academia]]></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[Research supervision]]></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=1803</guid>

					<description><![CDATA[Authors: Abdul Qawi Noori, Michael J. Henderson, and Lynette Pretorius. We often imagine doctoral writing as a solitary endeavour. The image of a PhD candidate working alone, a lone ‘genius’ wrestling with literature, writing drafts, chasing deadlines, and decoding reviewer comments, still dominates academic and public culture. When writing stalls or publications don’t succeed, we<div class="more-link">
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			</div>]]></description>
		
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		<title>Seeing myself in pixels: What happens when GenAI becomes a co-researcher?</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/seeing-myself-in-pixels/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/seeing-myself-in-pixels/#respond</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Wed, 27 Aug 2025 05:52:58 +0000</pubDate>
				<category><![CDATA[Academic Identity]]></category>
		<category><![CDATA[AI Literacy]]></category>
		<category><![CDATA[Autoethnography]]></category>
		<category><![CDATA[Research Skills and Methods]]></category>
		<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[AI literacy]]></category>
		<category><![CDATA[Artificial intelligence]]></category>
		<category><![CDATA[ChatGPT]]></category>
		<category><![CDATA[Collaborative learning]]></category>
		<category><![CDATA[Educational technology]]></category>
		<category><![CDATA[Experiential learning]]></category>
		<category><![CDATA[Generative AI]]></category>
		<category><![CDATA[Publishing]]></category>
		<category><![CDATA[Research skills and methods]]></category>
		<category><![CDATA[Stories]]></category>
		<category><![CDATA[Subjectivity]]></category>
		<category><![CDATA[Teaching practice]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=1512</guid>

					<description><![CDATA[Author: Lynette Pretorius. I didn’t set out to write an essay about academic identity, generative AI, and publishing politics. But, as with so many qualitative journeys, the story found me first. What started as a playful experiment with image generation soon became a critical turning point in how I understand knowledge, creativity, and resistance within<div class="more-link">
				 <a href="https://www.lynettepretorius.com/the_scholars_way_blog/seeing-myself-in-pixels/" class="theme-btn"><span>Continue Reading</span></a>
			</div>]]></description>
		
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		<title>The ETHICAL framework for responsible generative AI use</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/ethical-framework-for-generative-ai-use/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/ethical-framework-for-generative-ai-use/#respond</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Fri, 17 Jan 2025 05:51:58 +0000</pubDate>
				<category><![CDATA[AI Literacy]]></category>
		<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[AI literacy]]></category>
		<category><![CDATA[Artificial intelligence]]></category>
		<category><![CDATA[ChatGPT]]></category>
		<category><![CDATA[Conceptual Framework]]></category>
		<category><![CDATA[Educational technology]]></category>
		<category><![CDATA[Ethical research practice]]></category>
		<category><![CDATA[Generative AI]]></category>
		<category><![CDATA[Teaching practice]]></category>
		<category><![CDATA[Theoretical Framework]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=1135</guid>

					<description><![CDATA[Author: Lynette Pretorius. The advent of generative artificial intelligence (GenAI) has opened up transformative possibilities in academic research. Tools like ChatGPT, Gemini, and Claude hold the potential to help with idea and content development, structure and research design, literature review and synthesis, data management and analysis, as well as proofreading and editing. However, as enticing<div class="more-link">
				 <a href="https://www.lynettepretorius.com/the_scholars_way_blog/ethical-framework-for-generative-ai-use/" class="theme-btn"><span>Continue Reading</span></a>
			</div>]]></description>
		
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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>
			</div>]]></description>
		
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			<slash:comments>2</slash:comments>
		
		
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		<title>The AI literacy framework for higher education</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/the-ai-literacy-framework-for-higher-education/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/the-ai-literacy-framework-for-higher-education/#comments</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Tue, 04 Jun 2024 08:35:15 +0000</pubDate>
				<category><![CDATA[AI Literacy]]></category>
		<category><![CDATA[Research Skills and Methods]]></category>
		<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[AI literacy]]></category>
		<category><![CDATA[Artificial intelligence]]></category>
		<category><![CDATA[Autoethnography]]></category>
		<category><![CDATA[ChatGPT]]></category>
		<category><![CDATA[Conceptual Framework]]></category>
		<category><![CDATA[Educational technology]]></category>
		<category><![CDATA[Ethical research practice]]></category>
		<category><![CDATA[Generative AI]]></category>
		<category><![CDATA[Research skills and methods]]></category>
		<category><![CDATA[Teaching practice]]></category>
		<category><![CDATA[Theoretical Framework]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=756</guid>

					<description><![CDATA[Author: Lynette Pretorius and Basil Cahusac de Caux. In an era where generative artificial intelligence (AI) permeates every aspect of our lives, AI literacy in higher education has never been more crucial. In our recent paper, we delve into our own journeys of developing AI literacy, showcasing how educators can seamlessly integrate AI into their<div class="more-link">
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			</div>]]></description>
		
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			<slash:comments>4</slash:comments>
		
		
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		<title>Developing AI literacy in your writing and research</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/developing-ai-literacy-in-your-writing-and-research/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/developing-ai-literacy-in-your-writing-and-research/#comments</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Fri, 10 May 2024 07:47:44 +0000</pubDate>
				<category><![CDATA[AI Literacy]]></category>
		<category><![CDATA[Research Skills and Methods]]></category>
		<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[Academic writing]]></category>
		<category><![CDATA[AI literacy]]></category>
		<category><![CDATA[Artificial intelligence]]></category>
		<category><![CDATA[ChatGPT]]></category>
		<category><![CDATA[Educational technology]]></category>
		<category><![CDATA[Ethical research practice]]></category>
		<category><![CDATA[Generative AI]]></category>
		<category><![CDATA[Research skills and methods]]></category>
		<category><![CDATA[Teaching practice]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=718</guid>

					<description><![CDATA[Author: Lynette Pretorius. I have recently developed and delivered a masterclass about how you can develop your AI literacy in your writing and research practice. This included a series of examples from my own experiences. I thought I&#8217;d provide a summary of this masterclass in a blog post so that everyone can benefit from my<div class="more-link">
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			</div>]]></description>
		
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		<title>Accurately assessing students&#8217; use of generative AI acknowledgements in assignments</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/accurately-assessing-students-use-of-generative-ai-acknowledgements/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/accurately-assessing-students-use-of-generative-ai-acknowledgements/#comments</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Wed, 20 Dec 2023 01:53:51 +0000</pubDate>
				<category><![CDATA[AI Literacy]]></category>
		<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[Academic integrity]]></category>
		<category><![CDATA[AI literacy]]></category>
		<category><![CDATA[Artificial intelligence]]></category>
		<category><![CDATA[Assessing learning]]></category>
		<category><![CDATA[ChatGPT]]></category>
		<category><![CDATA[Educational technology]]></category>
		<category><![CDATA[Feedback]]></category>
		<category><![CDATA[Generative AI]]></category>
		<category><![CDATA[Teaching practice]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=325</guid>

					<description><![CDATA[Author: Lynette Pretorius. Lecturers play a pivotal role in shaping the learning of their students. In a metric-focused university environment, this learning necessitates the assessment of students&#8217; learning throughout their educational journey. Assessing assignments not only gauges the understanding of the subject matter but also evaluates the development of critical academic skills. These skills, such<div class="more-link">
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			</div>]]></description>
		
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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">
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			</div>]]></description>
		
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