Making Space for the Imagination: Observations for tutors engaged in self-study.
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| Title: | Making Space for the Imagination: Observations for tutors engaged in self-study. |
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| Authors: | Burchell, Helen1 (AUTHOR) h.burchell@herts.ac.uk |
| Source: | Studying Teacher Education: Journal of Self-Study of Teacher Education Practices. May2008, Vol. 4 Issue 1, p77-91. 15p. |
| Subject Terms: | *Tutors & tutoring, *Autodidacticism, *Imagination, *Learning, Phenomenology |
| Abstract: | This article explores how supervisors of teachers preparing dissertations can create a space for the imagination in the tutorial setting. The imagination is seen as "opening up to possibility," where the student is taking a step into the unknown. The article discusses how the tutor can best support this, taking the theme of "holding the space for the student's learning." I consider how the development of a methodological stance that draws on existential and phenomenological perspectives supports inquiry into this aspect of the tutor role. An example of a tutorial is used to discuss this methodological approach, and to highlight key dimensions of the tutor's imaginative capacity in holding this space. [ABSTRACT FROM AUTHOR] |
| Copyright of Studying Teacher Education: Journal of Self-Study of Teacher Education Practices is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This article explores how supervisors of teachers preparing dissertations can create a space for the imagination in the tutorial setting. The imagination is seen as "opening up to possibility," where the student is taking a step into the unknown. The article discusses how the tutor can best support this, taking the theme of "holding the space for the student's learning." I consider how the development of a methodological stance that draws on existential and phenomenological perspectives supports inquiry into this aspect of the tutor role. An example of a tutorial is used to discuss this methodological approach, and to highlight key dimensions of the tutor's imaginative capacity in holding this space. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 17425964 |
| DOI: | 10.1080/17425960801976370 |
