n South African Journal of Higher Education - Rethinking my poetry pedagogy : an autoethnographic self-study
|Article Title||Rethinking my poetry pedagogy : an autoethnographic self-study|
|© Publisher:||Higher Education South Africa (HESA)|
|Journal||South African Journal of Higher Education|
|Affiliations||1 University of Kwa-Zulu Natal|
|Publication Date||Jan 2016|
|Pages||42 - 56|
|Keyword(s)||Collaborative data analysis, Constructivism, English education, Pre-service teachers and Reflective practice|
In the English discipline within the university where I am a teacher educator of English, I am in the habit of keeping a reflective journal in which I record my observations of my pedagogic practice. In addition, I require that students write post-lecture evaluations on completion of a series of lectures. This autoethnographic self-study examines a collaborative exercise in which the students and I jointly analysed student evaluations as well as my lecture reflections in order to establish the efficacy of a series of poetry lectures and to recommend where I can improve in my practice. Pre-service teacher educators should model good teaching practices and I have always held the belief that my teaching methodology is constructivist and that in the process I am being reflexive and modeling good practice. However, the intended message is not always that which is received in the way anticipated by the lecturer which is what precipitated this study. Whilst reflective practice has been beneficial in my development as a lecturer, I suspected that working collaboratively with the students, in analysing their post-lecture evaluations and my reflections would be of benefit to both parties. This autoethnographic self-study highlights the importance of analyzing lecture reflections along with student evaluations, and with the students themselves and reports on how, when implemented, the suggested changes improved pedagogic practice.
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