Living Pedagogical Moments Between Curriculum as Lived and Curriculum as Plan: A Phenomenological Inquiry Into the Tensions of Teacher Education
This master’s research is a phenomenological inquiry into the pedagogical moment in teacher education. This phenomenon is explored through a conceptual lens that draws from the phenomenological pedagogical ideals that are intrinsic to the work of both Ted Aoki and Max van Manen. Following a comprehe...
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| Language: | en |
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Université d'Ottawa / University of Ottawa
2015
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| Online Access: | http://hdl.handle.net/10393/32573 http://dx.doi.org/10.20381/ruor-4238 |
| Summary: | This master’s research is a phenomenological inquiry into the pedagogical moment in teacher education. This phenomenon is explored through a conceptual lens that draws from the phenomenological pedagogical ideals that are intrinsic to the work of both Ted Aoki and Max van Manen. Following a comprehensive outline of the phenomenological methodology that guides this thesis, the pedagogical moment is described in terms of three phases: tension, opening and pulse. The phenomenon is further explored through several sub themes relating to the lifeworld existentials (time, body, space, relation to other). This research intertwines several phenomenological concepts (such as intentionality, embodiment, consciousness, pedagogy, and motion sensitive phenomenology), within the context of one “living” phenomenon as a way of shedding light on what it is like to experience a pedagogical moment from within the tensions of practicum teaching. |
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