Debate, Deliberation, Design, and Delivery: Deciding (Whether or) Not to Go by the Book

  • Michele Pinard State University at New York, Potsdam
  • Gina Marie Bilardi State University at New York, Potsdam
  • Donna Cappel State University at New York, Potsdam
  • Kathy Irwin State University at New York, Potsdam

Abstract

This article shares one junior faculty member’s account of how she and her students debated, deliberated about, decided to, and ultimately reshaped a traditional, foundational Principles of Education course in an undergraduate teacher education program. Three former childhood, art, and theater education students highlight their experiences, observing connections between their own and their instructor’s creativity and evolving philosophies of education. Together, they illustrate issues they confronted while reflecting individually and collectively on how and whether to creatively teach and learn, while also being constrained by practical, systemic realities.

Published
2012-06-01
How to Cite
PINARD, Michele et al. Debate, Deliberation, Design, and Delivery: Deciding (Whether or) Not to Go by the Book. LEARNing Landscapes, [S.l.], v. 6, n. 1, p. 335-354, june 2012. ISSN 1913-5688. Available at: <http://www.learninglandscapes.ca/index.php/learnland/article/view/Debate-Deliberation-Design-and-Delivery-Deciding-%28Whether-or%29-Not-to-Go-by-the-Book>. Date accessed: 22 apr. 2018.