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Title: Revealing what is 'tacit/rationally-invisible/in the background' : an online coaching pedagogy for developing improved leadership practice through 'presencing empathetic responsiveness'
Author: Kinsella, Keith Charles Douglas
ISNI:       0000 0004 2742 1323
Awarding Body: University of Bath
Current Institution: University of Bath
Date of Award: 2012
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This thesis reports on a self study into educational learning, energized and guided by the question 'how do I improve my practice'?' as I coach mature students on a distance learning Masters in Leadership Studies at Exeter University. My 'living' educational inquiry" captures and articulates the development of online pedagogic practices which stimulate a 'virtual' culture of inquiry. These regular 'diaiogically structured':" web-based interactions help students successfully negotiate learning barriers posed by the online medium, allowing them to notice and exploit the variety of opportunities for learning and development available in their everyday lives, and the many different forms of knowing embedded in these. Through developing richer epistemologies and more resourceful ontologies, students increase their receptiveness and responsiveness to challenges in the situations they study and work in. Through detailed analysis of textual and audio-visual data, I offer glimpses of such learning and development, and the coaching associated with this, in fleeting moments of educational influencing which spark 'primitive reactions', in development episodes where 'indwelling,iV transforms these into new 'language-games', and in reflexive biographies which trace the longer term development of new ontological skills involved in 'knowing how to go on' At the heart of the online coaching pedagogy is an original 'inclusional' vi coaching process I call presencing'" empathetic responsiveness which I use to encourage students to contextualise and presence their learning under conditions of epistemological and ontological uncertainty. This 'ontological' form of coaching enables students to become agents in the production of their own lives despite the masking and insidious effects of disciplinary power, so they can learn to contribute effectively in a world characterised by 'supercomplexity'
Supervisor: Whitehead, Andrew Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available