DRAFT - Working professionally with the unexpected
|Author/Producer||Tony Brown, ESCalate; Joanna Haynes, University of Plymouth; Suanne Gibson, University of Plymouth|
|Published in||Draft ISSOTL Conference paper 2006|
|Date Published||Autumn 2006|
Education programmes use a wide range of strategies to develop reflexive engagement with the experience of learning. This paper focuses on one particular strategy - group work - and the challenges it presents for teachers and undergraduate students.
Students and tutors often bring 'unfinished personal business' into teaching and learning environments. Group work experiences and education courses which focus on personal development are particularly effective in provoking affective responses to learning and bringing them into the open.
Group work activities often create unanticipated emotional responses in and between students and their tutors. A theoretical paradigm which is useful for education is needed. A useful paradigm will offer insights into interpersonal and intrapersonal experiences that emerge from working in groups.
This paper argues that a psychoanalytic perspective can help theorise and frame learning in and from group work. The paper uses Freud’s notion of ‘after-education’ to explore how to use reflexivity creatively.