1.3 Familia y bienestar
1.3.3 La legitimidad del género: el sentido paterno y materno
T he in te rvie w e e s will be te a ch e rs o f p ractice-base d su b je cts in art, desig n o r co m m u n ica tio n e.g.
1. S tu d io te a ch e rs: painting, sculptu re , etc.
2. W o rk s h o p te a ch e rs: fa sh io n , te xtile s, ceram ics, etc.
3. M edia and te c h n o lo g y te a ch e rs: film , vid eo, m ultim edia, etc.
All te a c h e rs like to ta lk a b o u t th e ir practice, o f te a ch in g and p rofessio nal practice, and th is in te rvie w has to be fo cu sse d on one p a rticu la r a sp e ct o f th e ir te a ch in g e.g. a s p e cific course, m odule, unit o r project.
T h e p h e n o m e n o g ra p h ic m ethod require s th a t the re s e a rch e r fo c u s e s on the in te rv ie w e e s ’ e x p e rie n ce o f th e p h e nom enon to be studied. T h e re la tio n sh ip betw e en the te a c h e r and th e ir te a ch in g in a le arn ing co n te xt is th e prim e fo c u s o f th is study. T h e te a c h e rs ’ p e rcep tions o f th e ir le arn ing c o n te xt w ill also be exp lo re d to a sce rta in the d iffe re n t w a ys th e y e xp e rie n ce th in g s such as tra d itio n a l o r new le arn ing te ch n o lo g ie s.
Introduction
A s a g e n eral in trodu ction, I w o u ld like to tell you a bit a b o u t the research I am co n d u ctin g . T h is research is a p h e n o m e n o g ra p h ic stu d y o f te a c h e rs ’
co n c e p tio n s o f te a ch in g as part o f a b ig g e r s tu d y w h ich e xp lo re s the
e xp e rie n c e o f te a ch in g in art, d e sign and co m m u n ica tio n . T h is research will c o n trib u te to kn o w le d g e to be used to d e ve lo p a w a re n e ss in in d ivid u a ls and w ith in HE Art, D esign and C o m m u n ica tio n d e p a rtm e n ts w h ich bring le arn ing and te a ch in g to the fo re in personal and in stitu tio n a l strategies. I am
p a rticu la rly in terested in how th e q u a lita tive d iffe re n ce s betw e en co n ce p tio n s are co n stitu te d . I will a lso be a sking som e q u e stio n s w h ich p a rticu la rly relate to the c o n te xt o f y o u r te a ch in g and how you p erceive it. A t th is stage I aim to in te rvie w 11 -18 te a ch e rs in each o f the su b je ct a reas o f art, d e sign and c o m m u n ica tio n , a p p ro x im a te ly 33 - 54 in total. D e pend ing on y o u r respon ses, th e s e q u e stio n s m ay be fo llo w e d up by o th e r q u e stio n s aim ed at exp lo rin g y o u r e xp e rie n c e o f tea ch in g . A n a n a lysis o f the data and results and
d is c u s s io n s w ill be produ ced, w o uld you like to see a co p y o f th a t w h e n it is c o m p le te d ?
Key questions can be fo llo w e d by probing questions to p ursue th e m e s e.g. w h e n th e te a c h e r refers to learning, u n d e rsta n d in g , know ing.
Key questions
1) C an you tell m e a b o u t a co u rse (m od ule o r unit) w h ich you te a ch ? 2) C an you tell m e w h a t th e co u rse (m od ule o r unit) is abo ut?
3) H ow do you p repa re fo r te a ch in g in th is course (m o d u le o r unit)? 4 ) H ow do you go a b o u t te a ch in g in th is co u rse (m o d u le o r unit)?
Probing questions as appropriate
M ay fo llo w stages o f practice i.e. B rie f o r personal rationa le
S tu d io and te ch n ica l interactio n e.g. w e ave, sam ple , m odel, m u ltim e d ia etc.
Interim crit Final crit
5) W h y do you w a n t stu d e n ts to learn th is o r that?
Probing questions as appropriate
6) H o w do you know if th e y ’ve a chieved w h a t y o u ’ve se t o ut fo r th e m to ach ie ve ?
Probing questions as appropriate
M ay fo llo w sta g e s o f pra ctice i.e. Interim crit
Final crit
7) C an you tell m e a b o u t th e learning co n te xt fo r th is co u rse (m o d u le o r unit)?
Probing questions as appropriate
M ay d iscu ss physical, te ch n ica l, hum an resources e.g. studio s, co m p u te rs, te a m m em b ers
P ro fe ssio n a l, virtual and social co n te xts e.g. live proje cts, visits, w e b o r e m ail in te ractio ns, team m e e tin g s/b rie fin g s
8) F inally - is th e re anything else you w o uld like to fu rth e r cla rify in relation to how you go a b o u t te a ch in g in this co u rse (m o d u le o r unit)?
Probing questions
C an you explain fu rth e r? H ow do you do that?
W h a t is y o u r in ten tion w h e n you do that? W h a t is y o u r role?
W h a t do you m ean by that?
Is th e re anyth in g else you w o uld like to sa y a b o u t that? W h y do you w a n t stu d e n ts to learn th is o r that?
Appendix 2
A P P R O A C H E S T O T E A C H IN G IN V E N T O R Y
This inventory is designed to explore the way that academics go about teaching in a specific context or subject or course. This may mean that your responses to these items in one context may be different to the responses you might make on your teaching in other contexts or subjects. For this reason we ask you to describe your context. Examples of subjects and courses include: Editorial Photography; Printed Textile Design; Site Specific Sculpture; Introduction to Typography.
Please describe the subject of your response h ere:...
For each item please circle one of the numbers (1-5). The numbers stand for the following responses:
1 - this item was only rarely true for me in this subject.
2 - this item was sometimes true for me in this subject.
3 - this item was true for me about half the time in this subject.
4 - this item was frequently true for me in this subject.
5 - this item was almost always true for me in this subject.
Please answer each item. Do not spend a long time on each: your first reaction is probably the best one.
1 I design my teaching in this subject with the assumption that most of the students
have very little useful knowledge of the topics to be covered.
2 I feel it is important that this subject should be completely described in terms of
specific objectives relating to what students have to know for formal assessment items.
3 My aim in this subject is to develop students’ technical competence in basic skills.
4 In my interactions with students in this subject I try to develop a conversation with
them about the topics we are studying.
5 I feel it is important to present a lot of facts to students so that they know what they
have to learn for this subject.
6 I think that an important reason for running teaching sessions in this subject is to
demonstrate technical procedures correctly.
7 I feel that the assessment in this subject should be an opportunity for students to
reveal their changed conceptual understanding of the subject.
8 I set aside some teaching time so that the students can discuss, among themselves, the
difficulties that they encounter studying this subject.
9 Being able to use the basic skills is a key aim I have for students in this subject.
10 In this subject I concentrate on covering the information that might be available from
a good textbook.
11 I encourage students to restructure their existing knowledge in terms of the new way
of thinking about the subject that they will develop.
12 In this subject, I think it is important for students to have opportunities to practise
their skills with my support.
13 In teaching sessions for this subject, I use difficult or undefined examples to provoke
debate.
14 I structure this subject to help students to pass the formal assessment items.
15 I feel that it is important for students to experience the practice in a “real world”
situation in this subject.
only rarely almost always 2 3 4 5 2 3 4 5 2 3 4 5 2 3 4 5 2 3 4 5 2 3 4 5 2 3 4 5 2 3 4 5 2 3 4 5 2 3 4 5 2 3 4 5 2 3 4 5 2 3 4 5 2 3 4 5 2 3 4 5
16 I think an important reason for running teaching sessions in this subject is to give students a reliable record of what I think are key issues.
1 2 3 4
17 In this subject, I only provide the students with the information they will need to pass
the formal assessments.
1 2 3 4
18 In this subject I help students apply their skills to “real world” projects. 1 2 3 4
19 I feel that I should know the answers to any questions that students may put to me
during this subject.
1 2 3 4
20 I make available opportunities for students in this subject to discuss their changing
understanding of the subject.
1 2 3 4
21 I think it is important in this subject for students to develop their practice through
individually negotiated study.
1 2 3 4
22 I feel that it is better for students in this subject to generate their own record of key
events than to be relying on what I give them.
1 2 3 4
23 I feel a lot of teaching time in this subject should be used to question students’ ideas. 1 2 3 4
24 To get students to think and act like a practitioner is my aim in this subject. 1 2 3 4
25 In this subject I feel it is more important for students to engage with “real world”
projects and to act like a practitioner than to develop and practice basic skills.
1 2 3 4
26 I design this subject in such a way that students have the opportunity to explore, and
be assessed on, their own creative ideas
1 2 3 4
27 Teaching this subject is a satisfying experience 1 2 3 4
28 I am certain that I have the necessary skills to teach this subject 1 2 3 4
Thank you 5 5 5 5 5 5 5 5 5 5 5 5 5