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Learning to teach from the student’s point of view: an ethical call from transformative learning
Reflective Practice Pub Date : 2020-09-16 , DOI: 10.1080/14623943.2020.1821628
Mangaratua Simanjorang 1 , Peter Charles Taylor 2 , Susan Ledger 2
Affiliation  

ABSTRACT

Drawing on an autoethnographic inquiry we present a first-person, narrative account of a mathematics teacher’s experience of developing an ethically responsible teaching practice. Reflective commentary on narrative vignettes illustrates the teacher’s inquiry in the role of researcher as transformative learner. Inspired by transformative learning theory, he engaged in critical self-reflection on his moments of teaching, which prompted him to switch from the teacher’s point of view and pay heed to his student’s meaning perspective. This transformation of perspective enabled him to avoid conflict by negotiating a deal with the young resistant learner – ‘a rebel kid’ – to generate mutual respect, focus on values, and successfully adjust to the student’s learning trajectory. The result of this inquiry suggests that endeavouring to teach from students’ points of view is important not only for engaging meaningfully in an educative relationship but also for enhancing the sense of ethical responsibility of both teachers and students.



中文翻译:

从学生的角度学习教学:变革性学习的道德呼唤

摘要

借助自动民族志研究,我们以第一人称的叙述方式介绍了数学老师发展具有道德责任感的教学实践的经验。关于叙事小插曲的反思性评论说明了教师在研究者作为变革性学习者角色中的探究。在变革性学习理论的启发下,他在教学过程中进行了批判性的自我反思,这促使他从老师的观点转向了对学生的意义观点的关注。这种观点的转变使他避免了与年轻的反抗学习者(一个“反叛的孩子”)的协议,从而产生相互尊重,关注价值观并成功适应学生的学习轨迹,从而避免了冲突。

更新日期:2020-09-16
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