Learning experiences – Perspective from John Loughran
Delwynne models learning about practice in a very genuine and helpful way. In opening herself up to critique, she demonstrates the importance of “letting go” and being vulnerable in order to learn in ways that go beyond cognition alone. She illustrates how important the affective domain is for deep learning about practice – learning that leads to genuine change as opposed to simply acquiring new knowledge. Delwynne’s openness and honesty is an excellent example of what it really means to feel what it is like to be a learner. It also illustrates the notion of framing and reframing (Schön, 1983) and how important it is to be able to personally stand inside and outside the situation at the same time in order to fully apprehend different perspectives.
In many ways, Delwynne’s inquiry sheds new light on what it means to learn to teach and on how our learning experiences can be so important in shaping our subsequent teaching about teaching. For example, her insights and learning are shaped by data (video, in particular) that allow her to see into her practice in honest and helpful ways.
Central to such openness in learning is the nature of critique, which needs to be constructed as professional dialogue, not personal criticism. For this reason, critical friends are also a vital component of critique – they help alternative perspectives to not only be seen but also to be more fully understood.
Reference
Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
