Literaturnachweis - Detailanzeige
| Autor/inn/en | Howard, Patrick; Becker, Charity; Wiebe, Sean; Carter, Mindy; Gouzouasis, Peter; McLarnon, Mitchell; Richardson, Pamela; Ricketts, Kathryn; Schuman, Layal |
|---|---|
| Titel | Creativity and pedagogical innovation. Exploring teachers' experiences of risk-taking. |
| Quelle | In: Journal of curriculum studies, 50 (2018) 6, S. 850-864Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-0272; 1366-5839 |
| DOI | 10.1080/00220272.2018.1479451 |
| Schlagwörter | Pädagogik; Phänomenologie; Kreativität; Innovation; Kreativität; Pädagogik; Phänomenologie; Lehren; Lehren; Reflexion (Phil); Innovation |
| Abstract | Objective: The purpose of this paper is to share the results of research into the experience of teacher risk-taking in the classroom. The development of children as risk-takers is featured prominently in curriculum documents and reports calling for the competencies of 21st century learning. Teachers are expected to become 21st century learners who model risk-taking. The repeated calls for the development of risk-taking students through the modelling of risk-taking teachers makes the experience of risk an important pedagogical question. However, 21st century learning documents do not take up substantively the meaning of teacher risk-taking. Research Design: Phenomenological research is concerned with the unique and the individual and in that regards each teacher-participant represents particular perceptions of risk-taking experiences and responses to risk in the classroom. The six (6) teacher-participants responded to a call distributed widely to teaching staff in a Canadian school district. The inquiry relied on phenomenological interviews and experiential life world material. In this paper three phenomenological themes are described: risk and readiness; risk and the in-between spaces of pedagogy, and risk as exploration and finding a way. This research allows us to understand teachers' lived experience rather than assume the meaning of the terms risk and risk-taking. |
| Erfasst von | IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel |
| Update | 2019/2 |
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