Moments of critical realisation and appreciation: a transformative chemistry teacher reflects
Motivated by Parker Palmer’s call for teachers to understand the self who teaches, I recently completed a transformative research journey of understanding my past chemistry teaching experiences. I am a university chemistry teacher educator from Indonesia, and recently participated in a three-year lo...
| Main Authors: | , |
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| Format: | Journal Article |
| Published: |
Taylor and Francis
2014
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| Subjects: | |
| Online Access: | http://hdl.handle.net/20.500.11937/9307 |
| _version_ | 1848745911180591104 |
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| author | Rahmawati, Yuli Taylor, Peter |
| author_facet | Rahmawati, Yuli Taylor, Peter |
| author_sort | Rahmawati, Yuli |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Motivated by Parker Palmer’s call for teachers to understand the self who teaches, I recently completed a transformative research journey of understanding my past chemistry teaching experiences. I am a university chemistry teacher educator from Indonesia, and recently participated in a three-year longitudinal co-teaching project in lower secondary schools in Western Australia. Conducting co-teaching and narrative research stimulated me to think deeply about, and reflect critically on, my past teaching experiences. As the research involved critical reflection on my professional praxis, I adopted a multi-paradigmatic research approach with three focus paradigms – interpretivism, criticalism, and postmodernism – and designed a critical auto/ethnography as my research methodology. I applied multiple genres within arts-based research, including poetic reflections (poems), stories, dialogues within narrative, and metaphors. This journey revealed how I struggled as an unmotivated teacher to become a highly motivated and passionate teacher. I used Habermas’ three interests and Schubert’s curriculum images to interrogate my chemistry teaching. This journey ultimately opened up the somewhat closed box of my personal and professional practices as a teacher. |
| first_indexed | 2025-11-14T06:24:52Z |
| format | Journal Article |
| id | curtin-20.500.11937-9307 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T06:24:52Z |
| publishDate | 2014 |
| publisher | Taylor and Francis |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-93072018-03-29T09:05:56Z Moments of critical realisation and appreciation: a transformative chemistry teacher reflects Rahmawati, Yuli Taylor, Peter transformative learning arts-based critical auto/ethnography chemistry teaching reflective practice Motivated by Parker Palmer’s call for teachers to understand the self who teaches, I recently completed a transformative research journey of understanding my past chemistry teaching experiences. I am a university chemistry teacher educator from Indonesia, and recently participated in a three-year longitudinal co-teaching project in lower secondary schools in Western Australia. Conducting co-teaching and narrative research stimulated me to think deeply about, and reflect critically on, my past teaching experiences. As the research involved critical reflection on my professional praxis, I adopted a multi-paradigmatic research approach with three focus paradigms – interpretivism, criticalism, and postmodernism – and designed a critical auto/ethnography as my research methodology. I applied multiple genres within arts-based research, including poetic reflections (poems), stories, dialogues within narrative, and metaphors. This journey revealed how I struggled as an unmotivated teacher to become a highly motivated and passionate teacher. I used Habermas’ three interests and Schubert’s curriculum images to interrogate my chemistry teaching. This journey ultimately opened up the somewhat closed box of my personal and professional practices as a teacher. 2014 Journal Article http://hdl.handle.net/20.500.11937/9307 10.1080/14623943.2014.944142 Taylor and Francis restricted |
| spellingShingle | transformative learning arts-based critical auto/ethnography chemistry teaching reflective practice Rahmawati, Yuli Taylor, Peter Moments of critical realisation and appreciation: a transformative chemistry teacher reflects |
| title | Moments of critical realisation and appreciation: a transformative chemistry teacher reflects |
| title_full | Moments of critical realisation and appreciation: a transformative chemistry teacher reflects |
| title_fullStr | Moments of critical realisation and appreciation: a transformative chemistry teacher reflects |
| title_full_unstemmed | Moments of critical realisation and appreciation: a transformative chemistry teacher reflects |
| title_short | Moments of critical realisation and appreciation: a transformative chemistry teacher reflects |
| title_sort | moments of critical realisation and appreciation: a transformative chemistry teacher reflects |
| topic | transformative learning arts-based critical auto/ethnography chemistry teaching reflective practice |
| url | http://hdl.handle.net/20.500.11937/9307 |