Reflections on Tutoring Ancient Greek Philosophy: A Case Study of Teaching First-Year Undergraduates in the UK

Vázquez, Daniel

doi:10.1080/17425964.2014.916204

“…The focus tends to be towards reflective practice (Schon, 1987) or inquiring into professional practice through action research (McNiff, 2013). English colleagues may see their 'self-study' research as a case study (Vázquez, 2014); autoethnography (Hayler, 2010); narrative inquiry (Hayler, 2010); reflective narrative (Akinbode, 2013); reflective practice (White, 2011) and action research (Whitehead, 2008). The Collaborative Action Research Network (CARN) founded in 1976 in the UK aims to encourage and support action research projects, including personal projects; making the accounts accessible and contributing to the theory and methodology of action research (https://www.carn.org.uk).…”

Section: The Development Of Self-study Research In Englandmentioning

confidence: 99%

“…These authors have also published an article in Qualitative Inquiry using shared family histories, memories, and experiences in their self-study of education practice (Clift and Clift, 2017). Daniel Vázquez was one of only two academics from English Universities to publish in Studying Teacher Education between 2013 and 2017 with his reflections on tutoring ancient Greek philosophy to first-year undergraduates at Kings College, London (Vázquez, 2014).…”

Section: Influences On the Growth Of Self-study In Englandmentioning

confidence: 99%

Self-Study Methodology: An Emerging Approach for Practitioner Research in Europe

Lunenberg¹,

MacPhail²,

White³

et al. 2020

International Handbook of Self-Study of Teaching and Teacher Education Practices

View full text Add to dashboard Cite

This chapter highlights the European contribution to the growing knowledge about self-study methodology. Europe is a patchwork of countries, cultures and languages. Looking at teacher educators in Europe, we see a broad variation in background, tasks and opportunities for professional development and self-study research. In this chapter we firstly map the development of self-study research in Europe which has mainly been the work of individuals and small groups. Then we focus on four countries that are in the forefront: England, Iceland, Ireland and the Netherlands. In all four countries self-study has proved to be a useful and stimulating way to aid the transition from being a teacher -or researcher -to becoming a teacher educator. Self-study methodology not only supported the understanding and development of the teacher education practice, but also led to identity development. Most helpful proved to be working together and mentoring, and sharing results publicly. In this context the role of the biannual S-STEP Castle Conference in England, which offers European self-study researchers to connect with colleagues from North America and Australia, plays an important role.

show abstract

“…The focus tends to be towards reflective practice (Schon, 1987) or inquiring into professional practice through action research (McNiff, 2013). English colleagues may see their 'self-study' research as a case study (Vázquez, 2014); autoethnography (Hayler, 2010); narrative inquiry (Hayler, 2010); reflective narrative (Akinbode, 2013); reflective practice (White, 2011) and action research (Whitehead, 2008). The Collaborative Action Research Network (CARN) founded in 1976 in the UK aims to encourage and support action research projects, including personal projects; making the accounts accessible and contributing to the theory and methodology of action research (https://www.carn.org.uk).…”

Section: The Development Of Self-study Research In Englandmentioning

confidence: 99%

“…These authors have also published an article in Qualitative Inquiry using shared family histories, memories, and experiences in their self-study of education practice (Clift and Clift, 2017). Daniel Vázquez was one of only two academics from English Universities to publish in Studying Teacher Education between 2013 and 2017 with his reflections on tutoring ancient Greek philosophy to first-year undergraduates at Kings College, London (Vázquez, 2014).…”

Section: Influences On the Growth Of Self-study In Englandmentioning

confidence: 99%

Self-Study Methodology: An Emerging Approach for Practitioner Research in Europe

Lunenberg¹,

MacPhail²,

White³

et al. 2019

Springer International Handbooks of Education

View full text Add to dashboard Cite

This chapter highlights the European contribution to the growing knowledge about self-study methodology. Europe is a patchwork of countries, cultures and languages. Looking at teacher educators in Europe, we see a broad variation in background, tasks and opportunities for professional development and self-study research. In this chapter we firstly map the development of self-study research in Europe which has mainly been the work of individuals and small groups. Then we focus on four countries that are in the forefront: England, Iceland, Ireland and the Netherlands. In all four countries self-study has proved to be a useful and stimulating way to aid the transition from being a teacher -or researcher -to becoming a teacher educator. Self-study methodology not only supported the understanding and development of the teacher education practice, but also led to identity development. Most helpful proved to be working together and mentoring, and sharing results publicly. In this context the role of the biannual S-STEP Castle Conference in England, which offers European self-study researchers to connect with colleagues from North America and Australia, plays an important role.

show abstract

“…In contrast to this relatively limited literature (see also Walker, Trafimow, and Bronstein 2017;Vázquez 2014), there is a significant body of research on how to teach undergraduates to read scientific papers. 2 This research assumes that scientific reading is a specific skill that is different from other kinds of reading, one that students can be taught to perform, and one that they can become more proficient at over time.…”

mentioning

confidence: 99%

Building Philosophical Partnership

Zager

¹

2021

Wabash Journal

1

0

View full text Add to dashboard Cite

This paper explores the potential benefits of applying a technique of paired text study, usually used for the study of Rabbinic texts, called Havruta to teaching philosophy both undergraduate and divinity school settings. I also explore recent research on the significant gender gap in philosophy, which shows that much of the gender disparity occurs just after students' initial introduction to the discipline; some of this research suggests that this gap is linked to a "brilliance mindset," in which students think that success in philosophy is based almost entirely on raw talent, rather than a set of skills. I discuss how Havruta might be used to help students understand that it is possible to learn to how read and think philosophically, thereby helping combat the “brilliance mindset.”

show abstract

Reflections on Tutoring Ancient Greek Philosophy: A Case Study of Teaching First-Year Undergraduates in the UK

Cited by 3 publications

References 22 publications

Self-Study Methodology: An Emerging Approach for Practitioner Research in Europe

Self-Study Methodology: An Emerging Approach for Practitioner Research in Europe

Self-Study Methodology: An Emerging Approach for Practitioner Research in Europe

Building Philosophical Partnership

Contact Info

Product

Resources

About