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Epiphanies in action: teaching and learning in synchronous harmony


Cole, DR and Throssell, P, Epiphanies in action: teaching and learning in synchronous harmony, The International Journal of Learning, 15, (7) pp. 175-184. ISSN 1447-9494 (2008) [Refereed Article]

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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.

Item Details

Item Type:Refereed Article
Keywords:pedagogic epiphanies
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Curriculum and pedagogy theory and development
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Learner and learning not elsewhere classified
UTAS Author:Cole, DR (Dr David Cole)
UTAS Author:Throssell, P (Dr Paul Throssell)
ID Code:56261
Year Published:2008
Deposited By:Education
Deposited On:2009-04-08
Last Modified:2016-09-30
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