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Engaging Critical Reflection and Authenticity in Higher Education: A Narrative Inquiry into the Roles of Educators in Architecture Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Engaging Critical Reflection and Authenticity in Higher Education: A Narrative Inquiry into the Roles of Educators in Architecture Education./
Author:	Barker, Jennifer L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	215 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
Contained By:	Dissertations Abstracts International82-01A.
Subject:	Adult education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27998576
ISBN:	9798662382862

Engaging Critical Reflection and Authenticity in Higher Education: A Narrative Inquiry into the Roles of Educators in Architecture Education.
Barker, Jennifer L.

Engaging Critical Reflection and Authenticity in Higher Education: A Narrative Inquiry into the Roles of Educators in Architecture Education. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 215 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: A.

Thesis (Ed.D.)--The University of Memphis, 2020.

This item must not be sold to any third party vendors.

In the 1980s, Donald Schӧn put forth his ideas on reflective practice that involved the architectural studio, and in particular, the tutorial interaction, as a model for knowing-in-action, reflection-in-action, and reflection-on-action. Schӧn (1984) noted, however, that the faculty involved appeared not to reflect on this reflective practice. With a history of apprenticeship, architectural education is dominated by the studio and while many architectural educators appreciate the attention Schӧn's work has brought to the pedagogical model, others feel that more is demanded to shift it from a historically teacher-centered model, to one that is learner-centered (Webster, 2004, 2008; Mewburn, 2011). Calls for this shift invoke architectural faculty development in the areas of teaching and learning, specifically advocating for profound critical reflection. To inform architectural educators' professional development, this study seeks to understand the ways that architectural educators practice critical reflection, and demonstrate authenticity, within their tutorial roles. This is carried out through narrative inquiry. As both a methodology and phenomena, narrative inquiry, as it is defined by Clandinin (2013), honors ordinary lived experience. In this way, it aligns with Brookfield's (1995, 2016) notion of critical reflection, which equally values the importance of thoughtfully examining the everyday for ways that it can be improved. The following four research questions guide this study: 1) In what ways do architectural educators practice critical reflection within the context of architectural education? 2) In what ways does authenticity appear in the practice of architectural educators? 3) How do architectural educators develop their professional identity while teaching within architectural education? 4) How does practicing teaching influence the architectural educator's personal journey?

ISBN: 9798662382862Subjects--Topical Terms:

543202
Adult education.
Subjects--Index Terms:

Architectural education

Engaging Critical Reflection and Authenticity in Higher Education: A Narrative Inquiry into the Roles of Educators in Architecture Education.
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500 $a Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
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