Literaturnachweis - Detailanzeige
| Autor/inn/en | Knight, Kevin; Murphey, Tim |
|---|---|
| Titel | Soft Assembling Project-Based Learning and Leadership in Japan |
| Quelle | In: TESL-EJ, 21 (2017) 1, (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1072-4303 |
| Schlagwörter | Foreign Countries; Student Projects; Teaching Methods; Seminars; Leadership Training; Undergraduate Students; English for Special Purposes; Creative Activities; Second Language Learning; Systems Approach; Classroom Communication; Video Technology; Empathy; Caring; Intercultural Communication; Majors (Students); Japan |
| Abstract | In this article, we initially focus on how the conceptualization of leadership by Knight (2013a) in his leadership seminars became the basis for choosing a project-based learning (PBL) approach. We then consider how soft assembling can enhance the leadership project activities of student teams and group-work in general classes. Soft assembling refers to the assembling of elements during a process that is likely to be useful in conducting the process and achieving a goal. To be effective in soft assembling, students need to be able to adjust their "interactive sensitivities" in what Murphey (1990, 1996a, 2013a) refers to as zones of proximal adjusting (ZPAs). We conclude that instruction in soft assembling can facilitate the communications in student teams necessary to do what Knight (2013a) describes as the "leadership process"; that is, the creating of a vision and the achieving of that vision. (As Provided). |
| Anmerkungen | TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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