Provocative Pedagogies in e-Learning: Making the Invisible Visible
نویسنده
چکیده
y and perhaps reconsider previously held This paper examines one such approach in online learning, where an alternative pedagogy was utilized to offer opportunities for rich and sustained dialogue amongst the teachers (participants in the study) involved in a course, Reflective Practice for Teachers. The pedagogy referred to in this study is predicated on Fenwick’s (2005) notion that pedagogy is inherently audacious and is about struggle and invention, not about certainty and control. It is through encounters with what Biesta (2001) refers to as different and unfamiliar ways of thinking and doing that allows learning and knowing to occur. The author contends that in experiencing a pedagogy of difficulty (Nelson and Harp Provocative Pedagogies in e-Learning: Making the Invisible Visible
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