Coming to Know within "Healthy Uncertainty": An Autoethnography of Engagement and Transformation in Undergraduate Education

Autor/inn/en	Forrest, Kelly A.; Judd, Kathy R.; Davison, Jodi R.
Titel	Coming to Know within "Healthy Uncertainty": An Autoethnography of Engagement and Transformation in Undergraduate Education
Quelle	In: Teaching in Higher Education, 17 (2012) 6, S.710-721 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2012.666733
Schlagwörter	Undergraduate Study; Course Content; Attachment Behavior; Learner Engagement; Independent Study; Discovery Learning; Nontraditional Education; Peer Teaching; Self Efficacy; Integrated Activities; Relevance (Education); Human Body; Holistic Approach; Student Research; Individual Development; Transformative Learning; Teacher Responsibility; Ethics; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Grundstudium; Kursprogramm; Attachment; Bindungsverhalten; Selbststudium; Entdeckendes Lernen; Non-traditional education; Alternative Erziehung; Peer group teaching; Peer Group Teaching; Self-efficacy; Selbstwirksamkeit; Integrierender Unterricht; Relevance; Relevanz; Menschlicher Körper; Holistischer Ansatz; Studentenforschung; Individuelle Entwicklung; Pädagogische Transformation; Lehrverpflichtung; Ethik; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This article is an autoenthnographic account of the yearlong journey of two undergraduates and their instructor when the traditional classroom structures associated with the banking concept of education were altered in an upper division class and follow-on research experiences. These changes focused on foregrounding students' experiences of the uncertainties inherent in the process of coming to know. Scaffolding this process within a context of "healthy uncertainty" is described. Within this context, student engagement deepened allowing for generalization of knowledge and transformative personal experiences as the links between school and everyday life became more transparent. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10