Public school teachers’ experiences of profound learning
Teachers play a fundamental role in the democratic process by forming an educated populace. Of our many different expectations of teachers, teacher-as-lifelong-learner is among the most neglected. Our basic research questions are: what are teachers’ perceptions of profound learners and profound lea...
Main Authors: | , |
---|---|
Format: | Article |
Language: | English |
Published: |
Znanstvena založba Filozofske fakultete Univerze v Ljubljani (Ljubljana University Press, Faculty of Arts)
2019-10-01
|
Series: | AS: Andragoška Spoznanja |
Subjects: | |
Online Access: | https://revije.ff.uni-lj.si/AndragoskaSpoznanja/article/view/8216 |
id |
doaj-0c50a7fa4a5e476789d91ac03bd6313b |
---|---|
record_format |
Article |
spelling |
doaj-0c50a7fa4a5e476789d91ac03bd6313b2021-03-02T05:56:18ZengZnanstvena založba Filozofske fakultete Univerze v Ljubljani (Ljubljana University Press, Faculty of Arts)AS: Andragoška Spoznanja1318-51602350-41882019-10-0125310.4312/as.25.3.107-123Public school teachers’ experiences of profound learningDavin Jules Carr-Chellman0Michael Kroth1Department of Leadership and Counseling, University of IdahoDepartment of Leadership and Counseling, University of Idaho Teachers play a fundamental role in the democratic process by forming an educated populace. Of our many different expectations of teachers, teacher-as-lifelong-learner is among the most neglected. Our basic research questions are: what are teachers’ perceptions of profound learners and profound learning experiences. Through an in-depth focus group with public school teachers, the purpose of this study was to build our understanding of teachers-as-learners by exploring these two questions. Based on this research, the qualities of a profound learning experience include: growing, emotive, disruptive, real, irreversible, either positive or negative, social, opening, and surprising. Profound learners, according to themes which emerged: have depth of thought, are emotionally wise, take life seriously, are adventurous in thought and deed, are unbounded, and are humble. Through a constructivist lens, these qualities direct us to the following findings: profound learning is non-dualistic and holistic, is a cumulative process, and is integral to the complex role of structural identity. https://revije.ff.uni-lj.si/AndragoskaSpoznanja/article/view/8216Profound learning, profound learner, profound living, profundity, teachers as lifelong learners |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Davin Jules Carr-Chellman Michael Kroth |
spellingShingle |
Davin Jules Carr-Chellman Michael Kroth Public school teachers’ experiences of profound learning AS: Andragoška Spoznanja Profound learning, profound learner, profound living, profundity, teachers as lifelong learners |
author_facet |
Davin Jules Carr-Chellman Michael Kroth |
author_sort |
Davin Jules Carr-Chellman |
title |
Public school teachers’ experiences of profound learning |
title_short |
Public school teachers’ experiences of profound learning |
title_full |
Public school teachers’ experiences of profound learning |
title_fullStr |
Public school teachers’ experiences of profound learning |
title_full_unstemmed |
Public school teachers’ experiences of profound learning |
title_sort |
public school teachers’ experiences of profound learning |
publisher |
Znanstvena založba Filozofske fakultete Univerze v Ljubljani (Ljubljana University Press, Faculty of Arts) |
series |
AS: Andragoška Spoznanja |
issn |
1318-5160 2350-4188 |
publishDate |
2019-10-01 |
description |
Teachers play a fundamental role in the democratic process by forming an educated populace. Of our many different expectations of teachers, teacher-as-lifelong-learner is among the most neglected. Our basic research questions are: what are teachers’ perceptions of profound learners and profound learning experiences. Through an in-depth focus group with public school teachers, the purpose of this study was to build our understanding of teachers-as-learners by exploring these two questions. Based on this research, the qualities of a profound learning experience include: growing, emotive, disruptive, real, irreversible, either positive or negative, social, opening, and surprising. Profound learners, according to themes which emerged: have depth of thought, are emotionally wise, take life seriously, are adventurous in thought and deed, are unbounded, and are humble. Through a constructivist lens, these qualities direct us to the following findings: profound learning is non-dualistic and holistic, is a cumulative process, and is integral to the complex role of structural identity.
|
topic |
Profound learning, profound learner, profound living, profundity, teachers as lifelong learners |
url |
https://revije.ff.uni-lj.si/AndragoskaSpoznanja/article/view/8216 |
work_keys_str_mv |
AT davinjulescarrchellman publicschoolteachersexperiencesofprofoundlearning AT michaelkroth publicschoolteachersexperiencesofprofoundlearning |
_version_ |
1724242176448135168 |