Qualifying Pedagogy: Observations on a Pedagogical Encounter

Autor/in	Mishra Tarc, Aparna
Titel	Qualifying Pedagogy: Observations on a Pedagogical Encounter
Quelle	In: Pedagogy, Culture and Society, 31 (2023) 1, S.75-90 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2021.1884121
Schlagwörter	Teaching Methods; Teacher Student Relationship; Educational Research; Learning Processes; Young Children; Psychological Patterns; Educational Theories; Affective Behavior; Infants; Observation + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsforschung; Pädagogische Forschung; Learning process; Lernprozess; Frühe Kindheit; Educational theory; Theory of education; Bildungstheorie; Affective disturbance; Active behaviour; Affektive Störung; Infant; Toddler; Toddlers; Kleinkind; Beobachtung
Abstract	This paper introduces researchers and scholars to psychosocial qualitative methods when researching affective aspects of classroom pedagogy. It theorises affect as felt processes that defy representation circulating in teaching and learning. Turning to the psychoanalytic field of infant observation, the author outlines the immense potential of deeply qualifying the relational dynamics of pedagogy for the field of education. The paper offers a case of a child's literacy to generate insight into the critical importance of documenting pedagogical interactions when teaching young children. The author finds that in-depth qualification of and on pedagogical encounter can instantiate a new course in pedagogical research, one that takes seriously what is unknown about learning taking place inside and between learners and teachers. Studying pedagogical encounters contributes new knowledge of the significance of the teaching relation in supporting children and students to learn. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01