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Title: Impact of participatory appreciative reflective inquiry within destiny learning on self-development of Lebanese special educators
Author: Mouawad, Rim Nashabe
ISNI:       0000 0004 2742 8998
Awarding Body: University of Aberdeen
Current Institution: University of Aberdeen
Date of Award: 2013
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Teacher development is a complex field of investigation. In the Lebanese context, this is especially challenging due to the complex educational, political and cultural factors affecting the professional development of teachers. This research study investigated the implementation of Coenraad van Houten's seven adult-learning processes – referred to as 'destiny learning' – to explore self-development as a starting point to further professional development in special education. This exploration allowed the teachers participating in the study to reflect deeply and holistically on learning to understand and accept challenges at work as part of their 'destiny' by becoming more attentive, warm, decisive and courageous. The main emphasis was on individualization, allowing them to make individual decisions as regards their personal self-development. Participatory appreciative reflective (PAR) inquiry was used to address questions in relation to three dimensions of learning of four special educators working at FiSTA-Beirut – First Step Together Association, a school and community based on Rudolf Steiner's principles in education. The first research question concerned the impact of PAR on 'thinking' with regard to self-development; while the second dealt with 'feeling' and the third with the more practical 'willing' dimension. These dimensions are interrelated and helped in understanding holistically the teachers' self-development while allowing them to develop deeper spiritual values of destiny and mission. Findings revealed that the PAR inquiry within destiny learning had a positive impact on the self-development of the four special educators who, through different research methods, expressed the way in which they had changed their 'thinking' about their work, 'identity' and 'mission'. They learnt to express their emotions and accept challenges at work as part of their 'destiny'. They also became more reflective through the use of the destiny-learning processes on their actual 'doing' – in other words, their teaching practices. The PAR inquiry gave them a voice and created a community of trust amongst them.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: Teachers ; Adult learning ; Special education