Electronic Theses and Dissertations

Date

2020

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Leadership & Policy Studies

Committee Chair

Wendy Griswold

Committee Member

Edith Gnanadass

Committee Member

William Akey

Committee Member

Eric Platt

Abstract

In the 1980s, Donald Schn put forth his ideas on reflective practice that involved the architectural studio, and in particular, the tutorial interaction, as a model for knowing-in-action, reflection-in-action, and reflection-on-action. Schn (1984) noted, however, that the faculty involved appeared not to reflect on this reflective practice. With a history of apprenticeship, architectural education is dominated by the studio and while many architectural educators appreciate the attention Schns work has brought to the pedagogical model, others feel that more is demanded to shift it from a historically teacher-centered model, to one that is learner-centered (Webster, 2004, 2008; Mewburn, 2011). Calls for this shift invoke architectural faculty development in the areas of teaching and learning, specifically advocating for profound critical reflection. To inform architectural educators professional development, this study seeks to understand the ways that architectural educators practice critical reflection, and demonstrate authenticity, within their tutorial roles. This is carried out through narrative inquiry. As both a methodology and phenomena, narrative inquiry, as it is defined by Clandinin (2013), honors ordinary lived experience. In this way, it aligns with Brookfields (1995, 2016) notion of critical reflection, which equally values the importance of thoughtfully examining the everyday for ways that it can be improved. The following four research questions guide this study: 1) In what ways do architectural educators practice critical reflection within the context of architectural education? 2) In what ways does authenticity appear in the practice of architectural educators? 3) How do architectural educators develop their professional identity while teaching within architectural education? 4) How does practicing teaching influence the architectural educators personal journey?

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest

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