Attunement as a Pedagogical Starting Point

For many teachers, the value of pedagogical reflection is missing from practice. Rational educational approaches that prioritize judging and measuring students overshadow the relational dimension of teaching. Our study investigated this relational gap to explore more fully teachers’ attunement to th...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Andrew Foran, Evan Throop-Robinson, Kevin Redmond
Formato:	article
Lenguaje:	EN
Publicado:	University of Alberta 2021
Materias:	Philosophy (General) B1-5802
Acceso en línea:	https://doaj.org/article/f68ea86aa89040e28e97e55a320d0587
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:f68ea86aa89040e28e97e55a320d0587
record_format	dspace
spelling	oai:doaj.org-article:f68ea86aa89040e28e97e55a320d05872021-11-23T06:52:08ZAttunement as a Pedagogical Starting Point10.29173/pandpr294991913-4711https://doaj.org/article/f68ea86aa89040e28e97e55a320d05872021-11-01T00:00:00Zhttps://journals.library.ualberta.ca/pandpr/index.php/pandpr/article/view/29499https://doaj.org/toc/1913-4711For many teachers, the value of pedagogical reflection is missing from practice. Rational educational approaches that prioritize judging and measuring students overshadow the relational dimension of teaching. Our study investigated this relational gap to explore more fully teachers’ attunement to the child as a unique person. We examined lived experiences of six teachers pedagogically engaged with children (K–12) participating in an active outdoor living program. The program aimed to develop a youth network of friends, nurturing positive self-esteem and youth leadership. Using a phenomenological method, we facilitated open-ended interviews to show teachers’ pedagogical awareness through hermeneutic conversations. We present the data as three anecdotes representing a synthesis of teacher reflection, writing, and on-going conversation. Our findings reveal the importance of being-in-time with children as teachers relate pedagogical moments with children learning outdoors. Through attunement as the flexibility to adapt educational challenges and approaches to suit the moment and uniqueness of the child, teachers became careful observers, allowing students to be children without the competing tensions of institutional expectations.Andrew ForanEvan Throop-RobinsonKevin RedmondUniversity of AlbertaarticlePhilosophy (General)B1-5802ENPhenomenology & Practice, Vol 16, Iss 1 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Philosophy (General) B1-5802
spellingShingle	Philosophy (General) B1-5802 Andrew Foran Evan Throop-Robinson Kevin Redmond Attunement as a Pedagogical Starting Point
description	For many teachers, the value of pedagogical reflection is missing from practice. Rational educational approaches that prioritize judging and measuring students overshadow the relational dimension of teaching. Our study investigated this relational gap to explore more fully teachers’ attunement to the child as a unique person. We examined lived experiences of six teachers pedagogically engaged with children (K–12) participating in an active outdoor living program. The program aimed to develop a youth network of friends, nurturing positive self-esteem and youth leadership. Using a phenomenological method, we facilitated open-ended interviews to show teachers’ pedagogical awareness through hermeneutic conversations. We present the data as three anecdotes representing a synthesis of teacher reflection, writing, and on-going conversation. Our findings reveal the importance of being-in-time with children as teachers relate pedagogical moments with children learning outdoors. Through attunement as the flexibility to adapt educational challenges and approaches to suit the moment and uniqueness of the child, teachers became careful observers, allowing students to be children without the competing tensions of institutional expectations.
format	article
author	Andrew Foran Evan Throop-Robinson Kevin Redmond
author_facet	Andrew Foran Evan Throop-Robinson Kevin Redmond
author_sort	Andrew Foran
title	Attunement as a Pedagogical Starting Point
title_short	Attunement as a Pedagogical Starting Point
title_full	Attunement as a Pedagogical Starting Point
title_fullStr	Attunement as a Pedagogical Starting Point
title_full_unstemmed	Attunement as a Pedagogical Starting Point
title_sort	attunement as a pedagogical starting point
publisher	University of Alberta
publishDate	2021
url	https://doaj.org/article/f68ea86aa89040e28e97e55a320d0587
work_keys_str_mv	AT andrewforan attunementasapedagogicalstartingpoint AT evanthrooprobinson attunementasapedagogicalstartingpoint AT kevinredmond attunementasapedagogicalstartingpoint
_version_	1718416921314983936

Attunement as a Pedagogical Starting Point

Ejemplares similares