Hubris, Revelations and Creative Pedagogy: Transformation, Dialogue and Modelling 'Professional Love' with LEGO®

Autor/in	Purcell, Martin E.
Titel	Hubris, Revelations and Creative Pedagogy: Transformation, Dialogue and Modelling 'Professional Love' with LEGO®
Quelle	In: Journal of Further and Higher Education, 43 (2019) 10, S.1391-1403 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Purcell, Martin E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2018.1490948
Schlagwörter	Creative Teaching; Barriers; Higher Education; Teaching Methods; Learner Engagement; Learning Experience; Transformative Learning; College Faculty; College Students; Service Learning; Student Attitudes; Teacher Attitudes; Foreign Countries; Intimacy; Caring; Teacher Role; Teacher Student Relationship; Toys; Play; Story Telling; Figurative Language; Peer Relationship; Community Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Creative thinking; Teaching; Kreatives Denken; Unterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Lernerfahrung; Pädagogische Transformation; Fakultät; Collegestudent; Service-Learning; Schülerverhalten; Lehrerverhalten; Ausland; Intimität; Care; Pflege; Sorge; Betreuung; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Toy; Spielzeug; Spiel; Peer-Beziehungen; ; Gemeinschaftserziehung; Nachbarschaftserziehung
Abstract	The article demonstrates a successful approach to providing Youth and Community Work students in higher education (HE) with a learning experience that embraces the transformative agenda of their chosen profession. It adds to our understanding of the opportunities and limitations in crafting a learning environment and embedding a discursive pedagogy that draws on the creativity of both the lecturer and students. Exploring different iterations of reflective sessions, it highlights how creative approaches can help students overcome barriers to their engagement with a particularly complex concept, namely, the transformational capacity of 'professional love' within Youth and Community Work practice. The evaluation of these sessions generates broadly positive results, suggesting that creative methods are appropriate for addressing complex issues in the HE classroom. However, it also details how this approach proved profoundly upsetting for some participants, suggesting it should not be seen as a one-size-fits-all solution to overcoming barriers in teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01