Show simple item record

FieldValueLanguage
dc.contributor.authorYoo, Joanne
dc.date.accessioned2009-03-31
dc.date.available2009-03-31
dc.date.issued2008-03-01
dc.identifier.urihttp://hdl.handle.net/2123/4132
dc.description.abstractThe teaching and learning field has been renowned for being a rapidly changing and multifaceted environment. Moreover, being both intensely personal and public, the process of cultivating, discovering and relaying knowledge has also been influenced from a wide range of participating individuals to the broader groups in society. Such numerous possibilities for interaction have highlighted the difficulty of defining ‘good’ teaching and learning, especially considering the growing objectivism of modern day value systems. An increasing number of educators have thereby responded to this confusion by returning to more fundamental and holistic views of ‘knowing’ the ‘other.’ Such rising concerns for holistic teaching and learning practices represent many exciting possibilities for developments towards authenticity and autonomy, as teachers become responsible explorers of their profession. The current study is an autoethnography of my own teaching experiences at a small Korean Christian University. It captures my desires to develop greater sensitivity and empathy as a critical teacher practitioner, and further documents efforts to acquire aesthetic and creative skills as a writer. Ultimately, through my experiences as a teacher researcher, I have sought to develop a deeper picture of the knowing process as a rich and mutual dialogue between the 'knower' and the 'other.’ To do this, I have constructed eight stories based on my teaching experiences. The first describes the reflections accompanying my experiences of writing, whilst the next three involve narrative portrayals of certain striking colleagues and students. The following two stories convey the ‘faith’ and ‘acceptance’ experienced through the study, and the last two act as a form of reflective closure to the overall teaching and researching experience Since I believed that the symbolic and holistic nature of story writing could convey the depth, complexity and open-endedness of the knowing process, I have chosen narratives and reflective writing to capture and depict my experiences (Van Manen, 1997). Interviews and journals writing of my students and my colleagues have also been included to further explore these ideas. Accordingly, this current study seeks to portray a view of 'knowing' that enables teachers and students to become co-researchers, who can cultivate sensitivity, creativity and empathy towards the 'other.’en
dc.rightsThe author retains copyright of this thesis.
dc.rights.urihttp://www.library.usyd.edu.au/copyright.html
dc.subjectEnglish language -- Study and teaching -- Korean speakersen
dc.subjectTeachers -- Korea -- Attitudesen
dc.subjectTeachers -- Australia -- Attitudesen
dc.subjectSelf-actualization (Psychology)en
dc.subjectTeaching -- Psychological aspectsen
dc.titleA narrative landscape of a teacher's perception of the 'other' in a Korean Christian University : the courage to 'be' and to learnen
dc.typeThesisen_AU
dc.date.valid2008-01-01en
dc.type.thesisDoctor of Philosophyen_AU
usyd.facultyFaculty of Education and Social Worken_AU
usyd.degreeDoctor of Philosophy Ph.D.en_AU
usyd.awardinginstThe University of Sydneyen_AU


Show simple item record

Associated file/s

Associated collections

Show simple item record

There are no previous versions of the item available.