Enriching the context of lifelong learning
The challenge of accessing the authentic self by developing self-knowledge using strengths-based positive psychology measures through teaching pre-service art education
Bibliographic Data
| ID | 6134303 |
|---|---|
| Authors | Gina Haines (University of Canterbury, corresponding author) |
| Year | 2011 |
| Volume | 9 |
| Issue | 4 |
| Pages | 426-443 |
| Publication date | 2011-07-29 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Action Research (JOURNAL) |
| Journal identifiers | ISSN: 1476-7503 • E-ISSN: 1741-2617 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1476750311414738 |
| OpenAlex | W2045603748 |
| Language | EN |
| Citations received | 1 |
| References cited | 20 |
This article focuses on self-study action research that looks at how I teach and how my teaching is perceived by my students and colleagues. I am a teacher educator of visual arts and prepare my students to work in New Zealand primary schools. To teach future teachers through the medium of visual arts to, in their turn, inspire and encourage their students is my challenge and inspiration. In order to teach in a meaningful way, I believe it is essential to be true to your authentic self and use your own strengths. Developing self-knowledge enhances the abilities of these generalist pre-service education students and enables them to offer their future students their very best. My active engagement in identifying my strengths and developing self-knowledge and reflection informs and encourages my lifelong learning. It provides me with an opportunity to examine my own teaching practice and make changes as necessary. This article presents my rationale, theoretical perspectives that have informed my research (including links to self-study, action research, positive psychology and art education theories), the process followed, data gathered, subsequent reflections, and the impact this study has had on my work
Action (physics · Action research · Context (archaeology · Lifelong learning · Mathematics education · Pedagogy · The arts · Visual arts education · Art Education and Development · Diverse Music Education Insights · Educational Environments and Student Outcomes · Psychology
Action Research
On Being Authentic
Creating a Living Educational Theory from Questions of the Kind, ‘How do I Improve my Practice?’
The reflective practitioner
The Ethics of Authenticity
Participatory teacher development at schools
Action research in teacher education
Developing a pedagogy of opportunity for students and their teachers
Generating living theory and understanding in action research studies
Fitting the Methodology with the Research
| Citations per year | 0.13 |
|---|---|
| Citation span | 2018 - 2018 (1) |
| Highly cited | No |