What people are saying about Imaginative EducationIt’s great stuff! I was exposed to it through the article in Educational Leadership and I am now reading the book. It makes so much sense! Thank you for your great work! Dave Bell (Texas) When I started to use IE several years ago now, that I tried it out in a few lessons here and there, was amazed at the success and then began to look for other areas and subjects in which I could use the Lesson Planning Frameworks and other aspects of the theory. Pamela Hagen. I am just back home after a great pro-day and still reeling from all that I learned from your workshop. Pamela Walker (Victoria, B.C.) I've been having a great deal of success with IE in the classroom. I taught grade 5 last year using IE-based concepts and had a GREAT year. I'm teaching kindergarten this year and using the concepts again - so far so fabulous! Mary Mulleady, (Teacher, Surrey.) |
Document ActionsAnne Chodakowski writes about IE and Teaching
last modified
2007-03-29 15:09
Author: Anne Chodakowski. My research explores what Egan’s theory of imaginative education might imply for the theory and practice of teacher education. Underlying this investigation is the belief that the imaginations of students will be more regularly engaged in learning if pre-service teachers are familiar with the theory and practice of imaginative education and if those teachers are educated in ways that stimulate their own imaginations. One chapter specifically deals with Somatic Understanding. I suggest that Egan has not developed this notion as thoroughly as the other kinds of understanding. I build on his theory by exploring particular ways in which our understanding is embodied (both for pre-linguistic children and for adults—and everyone in between), how pre-service teachers might be encouraged to include Somatic Understanding in their classroom teaching, and how their own Somatic Understanding might be engaged more fully in their pre-service teacher education. The body of my current work is an investigation of the three cornerstones of teacher education—subject matter knowledge, pedagogical knowledge and knowledge of contexts. Referring to the current literature, I consider the goals of each, how effectively they are being met, and specific ways in which each knowledge base will need to be altered within an imaginative teacher education program. I hope that this theory building—as well as some of the practical issues I raise and instructional strategies I suggest—will be of some use in the development of an imaginative teacher education module at SFU. Click here to access her IERG bio: http://ierg.net/people/index.php?bio_id=12 |
