Using Grounded Theory Coding Sequences as a Transformative Teaching and Learning Engagement
Location
1047
Format Type
Event
Format Type
Paper
Start Date
January 2019
End Date
January 2019
Abstract
This paper presentation will examine how grounded theory coding sequences can be employed as a transformative teaching and learning engagement. The logic of the coding sequences; open, reflective (axial), and selective, can be efficiently and effectively taught and/or practiced producing opportunities to enhance transformative learning and catalytic teaching. Transformative learning, as defined by O’Sullivan (2002, p. 11) “involves experiencing a deep, structural shift in the basic premises of thought, feeling, and actions. It is a shift in consciousness that dramatically and permanently alters our way of being in the world. Such a shift involves our understanding of ourselves and our self-locations; our relationships with other humans and the natural world; our understandings of relationships of power in interlocking structures of class, race, and gender; our body-awareness; our visions of alternative approaches to living; and our sense of possibilities for social justice and peace and personal joy.” Catalytic teaching is a form of instruction practiced by educators that inspires creativity and higher levels of intrinsic motivation. Catalytic teaching is essentially an opportunity for educators to develop, rethink and improve imaginative, innovative and artistic aspects of their teaching and learning. Transformative learning and catalytic teaching can be fostered and improved through conceptualizing grounded theory coding sequences into a set of educational practices. Theses practice will include valuing, interacting, purposing and transforming.
Keywords
Grounded Theory, Transformative Learning
Using Grounded Theory Coding Sequences as a Transformative Teaching and Learning Engagement
1047
This paper presentation will examine how grounded theory coding sequences can be employed as a transformative teaching and learning engagement. The logic of the coding sequences; open, reflective (axial), and selective, can be efficiently and effectively taught and/or practiced producing opportunities to enhance transformative learning and catalytic teaching. Transformative learning, as defined by O’Sullivan (2002, p. 11) “involves experiencing a deep, structural shift in the basic premises of thought, feeling, and actions. It is a shift in consciousness that dramatically and permanently alters our way of being in the world. Such a shift involves our understanding of ourselves and our self-locations; our relationships with other humans and the natural world; our understandings of relationships of power in interlocking structures of class, race, and gender; our body-awareness; our visions of alternative approaches to living; and our sense of possibilities for social justice and peace and personal joy.” Catalytic teaching is a form of instruction practiced by educators that inspires creativity and higher levels of intrinsic motivation. Catalytic teaching is essentially an opportunity for educators to develop, rethink and improve imaginative, innovative and artistic aspects of their teaching and learning. Transformative learning and catalytic teaching can be fostered and improved through conceptualizing grounded theory coding sequences into a set of educational practices. Theses practice will include valuing, interacting, purposing and transforming.
Comments
Breakout Session C