Reconstructing Teaching Experience through Active Learning
- 한국영미문학교육학회
- 영미문학교육
- 영미문학교육 제22집 1호
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2018.03283 - 307 (25 pages)
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DOI : 10.19068/jtel.2018.22.1.12
- 180

This paper endeavors to demonstrate that practical teaching experience based on active learning helps to develop these graduate students’ practical educational knowledge and self-awareness. For the research, I employ a working concept of active learning with three distinct aspects: active and empowering learning experiences where one’s meaning making is fully supported and encouraged; pre-existing knowledge is safely challenged by others and new knowledge is then integrated; and as a result, metacognition inevitably occurs. My research sought to deepen graduate students’ learning by facilitating further self-reflection and analysis through a series of questionnaires/interviews. The findings highlight some of the active learning strategies instrumental to their growth. Five graduate students’ embodied experience of teaching have enhanced their learning both as a student and a teacher and through therapeutic discussion and writing a dialectic journal in a supportive environment they can reconstruct their knowledge of education and themselves.
I. Introduction: Predicaments in Teaching Literature Classes
II. Defining Active Learning
III. Constructing Knowledge for Themselves:Teaching as “letting chaos in”
IV. Metacognitive process: “Therapeutic” Discussions and Dialectical Journaling
V. Supportive Learning Space: Creating “a sense of common endeavor”
VI. Conclusion: “let experience speak”
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