高等教育中以实践为基础的学科教学对话

Hilde Rustad, G. Engelsrud
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引用次数: 0

摘要

本文试图从现象学的角度来“解析”情感在高等教育实践基础课教学中的作用。在实践性学科的教学中,教育者的具体表达和个人理解影响着教师和学生的知识生产。学术界和政界在理解和改进高等教育的教学方法方面有着既得利益,问责制和绩效等概念被用来表示教育质量,而情感和具体化的知识往往是无止境的。在实践性学科教学中,教师身体作为一种知识生产和生产资源进行了研究。通过对两位教师对话的分析,我们可以看到,如何通过表达他们之间的主体间和主体间对话,揭示出敢于做一个身体感知和情感的存在,同时倾听内在和教与学的体验,相信身体的感觉,让学生做自己。通过将理论概念应用于教师对课堂经验的描述,本文为专业关系中的人类知识提供了视角和启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A dialogical encounter with teaching practice-based subjects in higher education
The intention of this article is from a phenomenological perspective to “unpack” the role of emotions when teaching practice-based subjects in higher education. When teaching practice-based subjects, educators’ embodied expressions and personal understanding affect both teachers’ and students’ knowledge production. The academic and the political worlds have a vested interest in understanding and improving methods of teaching and learning in higher education, and concepts such as accountability and performativity are used to indicate quality in education, whereas the affective and embodied knowledge tend to be unterminated. In this article, the authors investigate the teacher’s body as a knowledge producing and productive resource in teaching practice-based subjects. Analysis of the dialogue between two teachers shows how expressing the intersubjective and subjective dialogues in- and between them illuminates qualities such as daring to be a bodily perceptive and emotional being, listening within and the experience of teaching and learning simultaneously, trusting bodily sensations, and letting the students be who they are. By applying theoretical concepts to teachers’ descriptions of classroom experiences, this article contributes perspectives and sheds light upon human knowledge in professional relations.
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