Browsing by Author "Sieborger, Rob"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Open Access
    The 'feeling of what happens' in fourth year : exploring the emotive dimensions of learning in a communication design programme
    (2009) Grant-Broom, Andrea; Sieborger, Rob
    This is a story of discovery and renewal in my approach to teaching, learning and research. The research is a product of insights gained through the holistic theories of cognition offered by enactivism and complexity thinking. Some of the more established learning theories have clarified areas of concern I encountered in interpreting the data. Among my aspirations for the education of fourth year design graduates are those that tend toward transformational learning, critical learning and lifelong learning. As such, I undertook this research in an attempt to understand the kind of learning environment that would best support creativity, and the self-development of a designer in their fourth year.
  • Thumbnail Image
    Item
    Open Access
    Integrating children's art and environmental education : exploring a nexus
    (2008) Nepgen, Susan Patricia; Sieborger, Rob; Winter, Kevin
    Current environmental problems necessitate the development of apporaches that facilitate the acquisition of knowledge and nurture an affective personal response to the natural environment. To this end, the study explores connections betweeen children's creative art and environmental education, in the context of the theme of biodiversity. The research contributes to understanding children's learning experiences that may arise from the integration of visual art and environmental education by drawing on theory and empirical evidence.
  • Thumbnail Image
    Item
    Open Access
    What matters in practice teaching? The perceptions of schools and students
    (2005) Quick, Geoffrey; Sieborger, Rob
    Based on research involving interviews and focus groups with teachers and student teachers involved in teaching practice, the authors sought to identify the factors that make a qualitative difference to school experience in the training of teachers. The factors identified were: how much teaching practice, the relationships between schools and the university, mentoring and supervision, teaching ability and the value added by schools. They were considered in the light of the literature on teaching practice and examples of established international standards. The first factor involved a consideration of the period of time spent by student teachers in schools. Relationships between the schools and university probed the perceptions of the schools and the students of how the university organised teaching practice. Mentoring and supervision explored the implications of an existing system of supervision and the more extensive use of mentors in schools. Teaching ability considered subject area knowledge, relationships with learners and professionalism, and the value added by schools reflected upon those aspects of training that can only be provided by schools. Conclusions are presented for each of the factors.