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Imagination and Teaching
https://doi.org/10.60461/0002000653
https://doi.org/10.60461/00020006535c3d7403-574a-4226-80df-0fa383ce55e1
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
CSELT012001.pdf (330 KB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
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| 公開日 | 2024-11-12 | |||||||||
| タイトル | ||||||||||
| タイトル | Imagination and Teaching | |||||||||
| 言語 | en | |||||||||
| 作成者 |
Williams, P. Alan
× Williams, P. Alan
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| アクセス権 | ||||||||||
| アクセス権 | open access | |||||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||
| 主題 | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Imagination | |||||||||
| 主題 | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | marginalization | |||||||||
| 主題 | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | impediments | |||||||||
| 主題 | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | benefits | |||||||||
| 主題 | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | preconditions | |||||||||
| 主題 | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | heuristics | |||||||||
| 内容記述 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | In the field of education, teachers are commonly advised to think critically so that they don’t unquestioningly embrace ideas and practices that are not founded on solid evidence.Teachers are also encouraged to think objectively in order not to resort to their deeply entrenched biases and prejudices when making important decisions and formulating ideas.It is, however, rare to come across arguments and claims that support the value of, and the need for, thinking imaginatively in education. Many exhort the promises inherent in critical reflection but are silent on the power of magination. It is unfortunate that imagination is thought to play only a marginal role in teaching. Our ability to conceive realities contrary to what actually is the case needs to gain more attention in pedagogy given its potential to promote lasting learning. After characterizing the salient characteristics of imaginative teaching and outlining the reasons why it has been sidelined in education, this paper will discuss why teaching imaginatively is important, what the impediments and preconditions to imaginative teaching are, and how this overall approach can be put into practice. | |||||||||
| 言語 | en | |||||||||
| 出版者 | ||||||||||
| 出版者 | 福岡女学院大学英語教育研究センター | |||||||||
| 言語 | ja | |||||||||
| 出版者 | ||||||||||
| 出版者 | Centre for the Study of English Language Teaching, Fukuoka Jo Gakuin University | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | eng | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子（シンプル） | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ（シンプル） | departmental bulletin paper | |||||||||
| 出版タイプ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| 識別子 | ||||||||||
| 識別子 | https://hdl.handle.net11470/1109 | |||||||||
| 識別子タイプ | HDL | |||||||||
| ID登録 | ||||||||||
| ID登録 | 10.60461/0002000653 | |||||||||
| ID登録タイプ | JaLC | |||||||||
| 収録物識別子 | ||||||||||
| 収録物識別子タイプ | EISSN | |||||||||
| 収録物識別子 | 27590364 | |||||||||
| 書誌情報 |
en : The Centre for the Study of English Language Teaching JOURNAL 巻 12, p. 1-26, ページ数 26, 発行日 2024-03 |
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