Is this a meaningful learning experience? Interactive critical self-inquiry as investigation

Allard, Andrea C. and Gallant, Andrea 2012, Is this a meaningful learning experience? Interactive critical self-inquiry as investigation, Studying teacher education : a journal of self-study of teacher education practices, vol. 8, no. 3, pp. 261-273.

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Title Is this a meaningful learning experience? Interactive critical self-inquiry as investigation
Author(s) Allard, Andrea C.
Gallant, Andrea
Journal name Studying teacher education : a journal of self-study of teacher education practices
Volume number 8
Issue number 3
Start page 261
End page 273
Total pages 13
Publisher Routledge
Place of publication London, England
Publication date 2012-11
ISSN 1742-5964
1742-5972
Keyword(s) meaningful learning
reflexivity
self-study
criticality
collegiality
Summary What conditions enable educators to engage in meaningful learning experiences with peers and beginning practitioners? This article documents a self-study on our actions-in-practice in a peer mentoring project. The investigation involved an iterative process to improve our knowledge as teacher educators, reflective practitioners, and researchers. Data sets included: video-stimulated reflections; audiotaped reflexive dialogue; individual and shared reflective writings. Data analyzed through the iterative process revealed competing tensions that were not addressed by the triad, leading to a less than meaningful learning experience. We sought to name the dilemmas and document how they impeded meaningful learning; identifying tensions proved useful in data interpretation. The research led us to focus on the tension between collegiality and criticality. Managing this tension requires being authentic with and accepting of the other and working with cognitive dissonances. Collegiality and criticality together promote reflexivity and increase growth, leading to new professional knowledge.
Language eng
Field of Research 130103 Higher Education
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2012, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30048884

Document type: Journal Article
Collection: School of Education
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Created: Tue, 02 Oct 2012, 10:20:23 EST by Andrea Allard

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