诗歌与教育的脆弱：通过集体传记揭示教师发展中的情感

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Arts and Humanities in Higher Education Pub Date : 2023-01-16 DOI:10.1177/14740222221147483

I. Kinchin, Kieran Balloo, Laura Barnett, K. Gravett, M. Heron, Anesa Hosein, Simon Lygo-Baker, E. Medland, N. Winstone, N. Yakovchuk

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引用次数: 3

摘要

为了探索学术发展和教师实践中嵌入的情感领域，一个学术开发团队被邀请考虑一首诗，以及它如何反映高等教育中教师的情感和感受。我们采用了一种以艺术为基础的集体传记的方法来评价一首诗，以借鉴和分享记忆来询问生活经历。我们的研究是使用教学脆弱性模型的镜头来观察情感和话语遭遇是如何产生和影响我们的。我们认为，基于集体艺术和传记的方法可以为我们自己和教师提供另一种方法来检查他们自己的教学弱点。

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Poems and pedagogic frailty: uncovering the affective within teacher development through collective biography

To explore the affective domains embedded in academic development and teacher practice, a team of academic developers was invited to consider a poem and how it reflects the emotions and feelings underpinning experiences as teachers within Higher Education. We used a method of arts-informed, collective biography to evaluate a poem to draw upon and share memories to interrogate lived experiences. Our research is framed using the lens of pedagogic frailty model to see how affective and discursive encounters are produced and impact us. We contend that collective arts-based and biographical approaches can provide alternative ways for ourselves and teachers to examine their own pedagogic frailty.

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来源期刊

Arts and Humanities in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

0.00%

发文量

期刊介绍： Arts and Humanities in Higher Education seeks to: Publish high quality articles that bring critical research to the fore and stimulate debate. Serve the community of arts and humanities educators internationally, by publishing significant opinion and research into contemporary issues of teaching and learning within the domain. These will include enquiries into policy, the curriculum and appropriate forms of assessment, as well as developments in method such as electronic modes of scholarship and course delivery.