Using Imagination to Engage Future Teachers in a Critical Pedagogy in the Tertiary Classroom
This paper reports aspects of our action research about incorporating imagination into teaching strategies in the tertiary classroom. Stories written by students as a result of two strategies are analysed.
||Imagination, Storying, Critical Pedagogy, Teacher Education, Action Research, Tertiary Teaching
International Journal of Learning, Volume 12, Issue 6, pp.325-332.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 1.143MB).
Originally trained as a primary teacher and later taking part in educational politics and policy as a parent activist, Lynne currently teaches sociology and politics of education to undergraduate and graduate students of education. In recent years, she has undertaken action research on her own teaching to explore ways of developing students' critical awareness of educational matters. She has published in this area with colleague Patricia Cartwright.
Patricia has taught in primary and secondary schools, and currently teaches literacy education to undergraduate and graduate students of primary and secondary education. She has a particular interest in critical literacy, lifelong learning, values education and tertiary teaching. Together with colleague, Lynne Noone, she has led various professional development programs for tertiary colleagues. She has also been involved in a number of action research projects with schools regarding student literacy. She has published in the areas of critical literacy, writing pedagogy, action research, teacher narrative, and tertiary teaching.
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