Reconstructing Teaching Experience through Active Learning

다국어 초록 (Multilingual Abstract)

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.

목차 (Table of Contents)

• 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”
• Works Cited