Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668966
Title: A self-study of participatory and enactivist approaches to teaching and learning
Author: Darling, Kirsten Amy
ISNI:       0000 0004 5368 1006
Awarding Body: University of Aberdeen
Current Institution: University of Aberdeen
Date of Award: 2014
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Abstract:
'Self-study' is a methodological approach that sets out to improve learner and teacher interactions by engaging with problems faced by educators on a daily basis. Through a creative engagement with theory and my on-going experiences as a teacher, employing selfstudy methodology has allowed me to challenge ideas and assumptions that can permeate learning and teaching, including roles, relationships, curricular content and design. This process of unsettling was achieved by drawing attention to the highly contextualised nature of my everyday interactions in relation to my pupils. The notion of context is central to this study and supported me in identifying links between a range of theoretical ideas, including: social constructivism, complexity theory and phenomenology. The connections made at a theoretical level then enabled me to explore my current practice through a period of sustained reflection. As part of this reflective activity, I was motivated to conduct a smallscale intervention in the form of a Participatory Action Research (PAR) project with my class of Primary 1 and 2 children. The rich and meaningful knowledge created through an on-going process of walking and reflection, supported me in bringing participatory and enactivist approaches to teaching and learning to life. Engaging in the self-study has, therefore supported me in contributing possible roles and methodologies that express an interpretation of teaching and learning, which engages with learners' localised and on-going experiences, focussed upon the making of their worlds.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.668966  DOI: Not available
Keywords: Teacher-student relationships ; Learning strategies
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