Learning through teaching : a narrative self-study of a novice teacher educator.
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Date
2007
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Abstract
This thesis reports on a small-scale, qualitative study of learning through teaching in
three postgraduate modules in Education at a South African university. In the thesis, I
take a narrative self-study stance toward research and pedagogy to explore my lived
experience as a novice teacher educator. I illustrate my research journey by tracing the
development of my key research question and re-examining my research and
curriculum design processes. I use the medium of a ‘narrative self-study research
collage’ to represent and engage with a range of data derived from my experience of
teaching in the three modules.
The thesis makes two unique contributions to the education field. The
methodological contribution is the use of a textual collage, which draws on visual and
language arts-based approaches to educational research, as a medium for data
representation. The creation of the collage and its presentation in this thesis contributes
to the ongoing development and exploration of alternative forms of data representation
in educational research. The conceptual contribution of the thesis is the
conceptualisation of my teaching-learning-researching experience as educative
engagement. This conception of educative engagement offers a new way of looking at
pedagogy and research in academic teacher education. In addition to these two unique
contributions to the field of Education, the thesis adds further understanding and
impetus to the growing body of work that seeks to explore and value the teacher self
and teachers’ self-study in the context of lived, relational educational experience.
Description
Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2007.
Keywords
Teachers--South Africa--Biography., Theses--Education.