Sparking Reflection in Future Educators: Haiku Self-Study

Autor/in	Nishida, Megumi
Titel	Sparking Reflection in Future Educators: Haiku Self-Study
Quelle	In: Studying Teacher Education, 18 (2022) 3, S.223-239 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nishida, Megumi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
DOI	10.1080/17425964.2022.2079625
Schlagwörter	Poetry; Culturally Relevant Education; Workshops; Security (Psychology); Foreign Countries; Friendship; Instructional Innovation; Preschool Teachers; Teacher Attitudes; Metacognition; Reflective Teaching; Graduate Students; Undergraduate Students; Faculty Development; Creativity; Dialogs (Language); Cultural Context; Cross Cultural Studies; Asians; Iceland; Japan + Suchen Sie Ihr Suchwort? Lyrik; Poesie; Lernwerkstatt; Schulung; Security; Psychology; Sicherheit; Ausland; Freundschaft; Educational Innovation; Bildungsinnovation; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kreativität; Dialog; Dialogs; Dialogue; Dialogues; Cultural comparison; Kulturvergleich; Asian; Asiat; Asiatin; Asiaten; Asiate; Island
Abstract	This self-study employed Haiku poetry as a culturally responsive way to respond to Japanese students' critical reflection needs in a self-study research workshop. I am a Japanese self-study researcher working in the Icelandic education system. Introducing self-study methodology to teacher educators and students demands a careful approach to provide them with a sense of security while encouraging them to step outside their comfort zone. I focused on creating a safe learning space with a culturally responsive method of Haiku. Haiku formed a methodological framework for poetic self-study and served multiple purposes: my pedagogical approach to culturally responsive teaching, my data set, and analysis. Critical friendship with both Japanese and Icelandic educators supported my efforts throughout the study and my ongoing reflection and analysis. This study demonstrates the value of drawing upon cultural and poetic resources for exploring pedagogical innovations. It also raises awareness for the need to engage in authentic dialogue with critical friends to keep sparking critical reflection. (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