University of Tasmania
Browse

File(s) under permanent embargo

Epiphanies in action: teaching and learning in synchronous harmony

journal contribution
posted on 2023-05-16, 23:28 authored by Cole, DR, Paul Throssell
If one takes three individuals and interviews them with respect to life changing experiences and how they relate to education what would one expect to find? Certainly these people would speak about moments of educational challenge and inspiration, or times where their goals have been unachievable or misdirected. Perhaps they would suggest ways in which learning has been an escape route from the perception that circumstances are pre-determined. This paper represents a search for these pedagogic epiphanies. They are located in the narratives of three people - and they are loaded with subjective principles in terms of the relationships that these narratives may build with pedagogic experience (Clough, 2002) and skills, and the definition of a subject area about epiphanies and teaching and learning. It is critical that this paper relates the three narrative strands to a theoretical stratum that embeds and grounds them without diminishing their singularity. The theory and narrative evidence of this paper are part of the processes that not only comprehend and represent pedagogic epiphanies, but also show how they may infuse readers with transformative forces through words.

History

Publication title

The International Journal of Learning

Volume

15

Issue

7

Pagination

175-184

ISSN

1447-9494

Department/School

Faculty of Education

Publisher

Common Ground Publishing Pty Ltd

Place of publication

Australia

Rights statement

Copyright 2008 Common Ground Publishing Pty Ltd

Repository Status

  • Restricted

Socio-economic Objectives

Learner and learning not elsewhere classified

Usage metrics

    University Of Tasmania

    Exports

    RefWorks
    BibTeX
    Ref. manager
    Endnote
    DataCite
    NLM
    DC