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Beyond Metamorphosis: The Narrative of Teacher-Student Textual Co-creation and Padegogical Evolution
reading-writing connection model
teacher-students text co-creation
The way teachers are educated at their young age shapes their understanding of school education. Teachers play the critical role in influencing how students think what school is and what school might be. Based on a decade of teaching experiences, I traced back to my previous educational involvement, reviewed my fulfillment of being a teacher, and tracked down the source of my pedagogical intent and curricular consciousness. I tried exploring ways of integating the academic theories into my teaching practice. I also analyzed the numerous narratives of my own teaching and my students’ writing texts, summing up with more than one million words. This is an arduous knowledge integration process bounded in daily teaching practice and reflection. Through the narrative inquiry and action research, I further established a reading-writing connection model which is represented by a holistic teaching image, named as “Wholeness-Praxis Teaching Image”. Like the many predecessors, I believe that the holistic padegogical approach could help students observe the truth of life, inspire their critical thinking, enhance their aesthetic experience, and build up their awareness of being good. The “Wholeness-Praxis Teaching Image” is a holistic blueprint synthesized from the essence of systematic thinking and holistic views of educational practice. The core of this image is the reading-writing connection model evolved through a decade’s teaching practice and years of research endeavors. This model represented that students play six learning roles in four learning areas and develop seven abilities in eight learning territories.
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