TY - JOUR
T1 - Making space for the imagination
T2 - some observations for tutors engaged in self-study
AU - Burchell, H.
N1 - Original article can be found at : http://www.tandf.co.uk/ Copyright Taylor & Francis [Full text of this article is not available in the UHRA]
PY - 2008
Y1 - 2008
N2 - This article explores how supervisors of teachers preparing dissertations can create a space for the imagination in the tutorial setting. The imagination is seen as “opening up to possibility,” where the student is taking a step into the unknown. The article discusses how the tutor can best support this, taking the theme of “holding the space for the student's learning.” I consider how the development of a methodological stance that draws on existential and phenomenological perspectives supports inquiry into this aspect of the tutor role. An example of a tutorial is used to discuss this methodological approach, and to highlight key dimensions of the tutor's imaginative capacity in holding this space.
AB - This article explores how supervisors of teachers preparing dissertations can create a space for the imagination in the tutorial setting. The imagination is seen as “opening up to possibility,” where the student is taking a step into the unknown. The article discusses how the tutor can best support this, taking the theme of “holding the space for the student's learning.” I consider how the development of a methodological stance that draws on existential and phenomenological perspectives supports inquiry into this aspect of the tutor role. An example of a tutorial is used to discuss this methodological approach, and to highlight key dimensions of the tutor's imaginative capacity in holding this space.
U2 - 10.1080/17425960801976370
DO - 10.1080/17425960801976370
M3 - Article
SN - 1742-5964
VL - 4
SP - 77
EP - 91
JO - Studying Teacher Education
JF - Studying Teacher Education
IS - 1
ER -