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Making Space for the Imagination: Observations for Tutors Engaged in Self-Study

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Bibliographic Details
Title: Making Space for the Imagination: Observations for Tutors Engaged in Self-Study
Language: English
Authors: Burchell, Helen
Source: Studying Teacher Education. May 2008 4(1):77-91.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2008
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Imagination, Teacher Educators, Teacher Role, Educational Philosophy, Research Methodology, Teacher Student Relationship, Experienced Teachers, Graduate Students, Learning Processes, Teaching Methods, Participatory Research, Teacher Education Programs, Foreign Countries, Creative Thinking
Geographic Terms: United Kingdom
DOI: 10.1080/17425960801976370
ISSN: 1742-5964
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.
Abstractor: As Provided
Number of References: 22
Entry Date: 2008
Accession Number: EJ811868
Database: ERIC
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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.
ISSN:1742-5964
DOI:10.1080/17425960801976370