Features of a Post-Identitarian Pedagogy (with Reference to Postgraduate Student Writing and the Continuing Professional Development of Teachers)

Autor/inn/en	Done, Elizabeth; Knowler, Helen
Titel	Features of a Post-Identitarian Pedagogy (with Reference to Postgraduate Student Writing and the Continuing Professional Development of Teachers)
Quelle	In: Studies in Higher Education, 38 (2013) 9, S.1319-1333 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2011.621023
Schlagwörter	Higher Education; Foreign Countries; Teacher Education; Educational Strategies; Educational Theories; Graduate Students; Masters Programs; Learning Modules; Academic Discourse; Preservice Teacher Education; Reflection; Writing (Composition); Postmodernism; Educational Philosophy; Ethics; Aesthetics; Inquiry; Peer Evaluation; Teaching Methods; Writing Instruction; Professional Continuing Education; College Faculty; Constructivism (Learning); United Kingdom + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Lehrerausbildung; Lehrerbildung; Lehrstrategie; Educational theory; Theory of education; Bildungstheorie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Learning module; Lernmodul; Discourse; Diskurs; Lehramtsstudiengang; Schreibübung; Postmoderne; Bildungsphilosophie; Erziehungsphilosophie; Ethik; Ästhetik; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Berufsfeldbezogener Unterricht; Weiterbildung; Fakultät; Großbritannien
Abstract	This article responds to Aitchson's observation that development of new pedagogic practices for teaching writing is inhibited by lack of research into how such pedagogies work in practice. The article refers to research into the introduction of a module, "Writing as Professional Development", on a part-time master's-level programme for practising teachers at a UK university in 2009. The module was conceived as a post-identitarian pedagogic strategy with the potential for wider application. The post-structuralist rationale for this strategy is outlined, along with key features. Post-structuralist constructivism and expressionism challenges the separation of thought and affect in the positivistic and cognitive educational psychological frames that predominate in teacher education, continuing professional development and educational theory more generally. Relational post-identitarian pedagogic practices can generate empathic support for experimentation, and facilitate writing from experiential realities whilst simultaneously fostering critical engagement with theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10