Reconstructing Teaching Experience through Active Learning

• 발행기관: 한국영미문학교육학회
• 저자명: Yong hee Lee
• 간행물 정보: 『영미문학교육』영미문학교육 제22집 1호, 283~307쪽, 전체 25쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2018.03.30

영문 초록

This paper endeavors to demonstrate that practical teaching experience based on active learning helps to develop these graduate students’ practical educational knowledge and self-awareness. For the research, I employ a working concept of active learning with three distinct aspects: active and empowering learning experiences where one’s meaning making is fully supported and encouraged; pre-existing knowledge is safely challenged by others and new knowledge is then integrated; and as a result, metacognition inevitably occurs. My research sought to deepen graduate students’ learning by facilitating further self-reflection and analysis through a series of questionnaires/interviews. The findings highlight some of the active learning strategies instrumental to their growth. Five graduate students’ embodied experience of teaching have enhanced their learning both as a student and a teacher and through therapeutic discussion and writing a dialectic journal in a supportive environment they can reconstruct their knowledge of education and themselves.

목차

I. Introduction: Predicaments in Teaching Literature Classes

II. Defining Active Learning

III. Constructing Knowledge for Themselves:Teaching as “letting chaos in”

IV. Metacognitive process: “Therapeutic” Discussions and Dialectical Journaling

V. Supportive Learning Space: Creating “a sense of common endeavor”

VI. Conclusion: “let experience speak”

키워드

active learning graduate students’ teaching and learning metacoginition reader-response theory