Conferência “Examining the Aesthetic Dimensions of Teaching”

Abstract
Having an appreciation for the subject, their students and what the subject can offer their students has both cognitive and emotional dimensions for teachers. This paper uses empirical data to explore the efficacy of a Deweyan inspired framework called “Aesthetic Understanding” to scrutinise relationships between teacher knowledge, identity and passion. The paper uses case study data of three teachers of maths and/or science generated from a video study to illustrate the relationships between the three elements of Aesthetic Understanding. The need to value the aesthetic dimensions of teaching when examining the subject-specific nature of secondary teaching is discussed.

LindaHobbs – Apresentação

Apresentação - Linda Hobbs

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Linda Hobbs
Dr Linda Hobbs (formerly Linda Darby) is a Senior Lecturer in Science Education at Deakin University. Linda has lectured in primary and secondary science education and education generally for the past 12 years. Linda publishes in the areas of pedagogical theory, and teacher development, identity and experiences, mainly within the contexts of mathematics and science teaching.
Her PhD thesis, completed in 2009, explored subject differences between mathematics and science. Such comparisons focused on differing predominant pedagogies arising out of the demands of the subject, how story arises and is used to humanize the subject, and how the aesthetic dimensions (knowledge, identity and passion) of what it means to be a teacher are shaped by subject differences. Many of these ideas are published internationally. Her latest research focuses on the issues around teaching out-of-field in maths and science, specifically issues relating to teacher identity and support.
http://www.deakin.edu.au/arts-ed/education/staff-directory2.php?username=lhobbs

Organizado no âmbito do projeto: 
“Feedback, Identidade, Trajetórias Escolares” (PTDC/CPE-PEC/121238/2010)