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Published (Version of record)CC BY V4.0, Open Access
Published (Version of record)CC BY V4.0, Open
Journal article
Poems and pedagogic frailty: uncovering the affective within teacher development through collective biography
Arts and humanities in higher education, Vol.22(3), pp.305-321
07/2023
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Source: InCites
Abstract
To explore the affective domains embedded in academic development and teacher practice, a team of academic developers was invited to consider a poem and how it reflects the emotions and feelings underpinning experiences as teachers within Higher Education. We used a method of arts-informed, collective biography to evaluate a poem to draw upon and share memories to interrogate lived experiences. Our research is framed using the lens of pedagogic frailty model to see how affective and discursive encounters are produced and impact us. We contend that collective arts-based and biographical approaches can provide alternative ways for ourselves and teachers to examine their own pedagogic frailty.
Details
- Title
- Poems and pedagogic frailty: uncovering the affective within teacher development through collective biography
- Creators
- Ian Kinchin - University of SurreyKieran Balloo - University of Southern QueenslandLaura Barnett - University of SurreyKaren Gravett - University of SurreyMarion Heron - University of SurreyAnesa Hosein - University of SurreySimon Lygo-Baker - University of SurreyEmma Medland - University of SurreyNaomi Winstone - University of SurreyNadya Yakovchuk - University of Surrey
- Publication Details
- Arts and humanities in higher education, Vol.22(3), pp.305-321
- Publisher
- Sage
- Number of pages
- 17
- Identifiers
- 991013273209402368
- Copyright
- © The Author(s) 2023
- Academic Unit
- SCU College
- Language
- English
- Resource Type
- Journal article
- Local Fields
- Original Research - SoLT