Empathetic-Reflective-Dialogical Restorying as a Teaching-Learning Strategy in Teacher Education

Autor/inn/en	Jarvis, Janet; Mila Lindhardt, Eva; Mthiyane, Ncamisile P.; Ruus, Olav Christian
Titel	Empathetic-Reflective-Dialogical Restorying as a Teaching-Learning Strategy in Teacher Education
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 48 (2022) 3, S.332-347 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2021.1992251
Schlagwörter	Empathy; Reflection; Preservice Teachers; Teacher Education Programs; Teaching Methods; Best Practices; Communities of Practice; Learning Processes; Computer Software; Videoconferencing; English (Second Language); Second Language Learning; Student Attitudes; Teacher Student Relationship; Educational Change; Foreign Countries; Cross Cultural Studies; Undergraduate Students; Religious Education; Honors Curriculum; Social Sciences; Intercultural Communication; International Cooperation; Personal Narratives; Transformative Learning; South Africa; Norway + Suchen Sie Ihr Suchwort? Empathie; Teaching method; Lehrmethode; Unterrichtsmethode; Community; Learning process; Lernprozess; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsreform; Ausland; Cultural comparison; Kulturvergleich; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Interkulturelle Kommunikation; Internationale Kooperation; Internationale Zusammenarbeit; Erlebniserzählung; Pädagogische Transformation; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Norwegen
Abstract	Employing empathetic-reflective-dialogical restorying as a teaching-learning strategy, pre-service teachers situated in two different geographical contexts, namely, South Africa and Norway, engaged in self-dialogue, self-narrative and in a Community in Conversation. Using Adobe Connect, together, they participated in a Community in Dialogue. By using this teaching-learning strategy in combination with a real-time, web conferencing app, this small-scale research project found that it is possible to facilitate online learning across geographical boundaries. Crossing geographical and contextual boundaries can possibly contribute to restorying pre-service teachers' understandings of what constitutes best practice in teaching. It can also lead to the emergence of further collaborative initiatives for negotiating entrenched positions with regard to other aspects of education and pursuing restorying for transformation. The participants were encouraged, empowered and energised by the collaborative engagement. The two groups of pre-service teachers found one another in their common humanity, in their both being English second language speakers, and in their common goal to teach well and to be responsible to their learners in their respective contexts. Encouraging reflective and reflexive praxis has the potential to be transformatory for the classroom. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01