|dc.contributor.author||Hodson, Linda Jane||-|
|dc.description||Doctor of Philosophy (PhD)||en_AU|
|dc.description.abstract||The purpose of this study is to learn from the journeys of teacher educators the
qualities that help to engender and sustain a commitment to an empowering
pedagogy. An empowering pedagogy is understood as one that enhances students’
sense of agency and confidence in themselves and their relationships with each other.
Professional experiences that challenge or enable the development of such pedagogy
are also explored through the stories of pre-service teachers and myself.
Two case studies of outstanding teacher educators were undertaken in order to
explore how they engender relationships in the classroom and their importance to
students’ learning. While there has been a great deal of research into quality teaching
and learning in schools, understandings of pedagogy in tertiary settings are
constrained by conceptions of learning as an individual cognitive process. This
means that the affective dimensions of pedagogy have been little explored. This
thesis addresses this gap.
Arts-informed narrative inquiry is the methodology adopted. This approach
recognises the interconnections between personal and professional development and
involves participants in the creative reconstruction of experience. The findings from
the case studies are represented in the form of a story that draws on the tradition of
magical realism. This style enables a sense of the energies and qualities that help to
foster an empowering pedagogy to be experienced.
The themes that emerge from participating pre-service teachers’ stories illuminate
the importance of the embodied ways in which the teacher’s sense of self and sense
of relationship with others comes into play in the classroom. These senses manifest
in the embodied responsiveness of the case study teacher educators and the creative
ways that they foster enjoyment in learning and enabling relationships in the
classroom. Experiences of enabling relationships can engender feelings of equality,
self-acceptance, mutual trust, inclusion and enjoyment in learning among students.
The shared experience of these qualities helps to create an empowering pedagogy.||en_AU|
|dc.publisher||University of Sydney.||en_AU|
|dc.publisher||Faculty of Education and Social Work||en_AU|
|dc.rights||The author retains copyright of this thesis.||-|
|dc.subject||teaching and learning||en_AU|
|dc.title||The Art of the Possible: Relationships in Teaching and Learning||en_AU|
|Appears in Collections:||Sydney Digital Theses (Open Access)|