Creating Poetic Expressions for Professional Learning in the HIV and AIDS Context

Autor/inn/en	van Laren, Linda; Masinga, Lungile
Titel	Creating Poetic Expressions for Professional Learning in the HIV and AIDS Context
Quelle	In: Studying Teacher Education, 18 (2022) 3, S.316-333 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Masinga, Lungile)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
DOI	10.1080/17425964.2022.2079623
Schlagwörter	Poetry; Writing (Composition); Letters (Correspondence); Preservice Teachers; Acquired Immunodeficiency Syndrome (AIDS); Independent Study; Doctoral Programs; Foreign Countries; Inquiry; Responsibility; Collaborative Writing; Social Problems; South Africa + Suchen Sie Ihr Suchwort? Lyrik; Poesie; Schreibübung; Brief; Selbststudium; Doktorandenprogramm; Ausland; Verantwortungsübernahme; Zuständigkeit; Social problem; Soziales Problem; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	As South African researchers facing HIV- and AIDS-related challenges in our professional lives, we continuously turn to self-study methodology to inform our learning and teaching in our teacher education practice. This article explores how we extended our professional knowledge in relation to HIV and AIDS, starting with our own self-study doctoral projects. We each self-selected exemplars from our completed doctoral projects as data sources. We also wrote reflective letters which we emailed to each other to create poems to learn about and improve our practice in the South African context of HIV and AIDS. Using two different sets of poetic representations, we framed possibilities to explore how poetic inquiry enhanced our professional learning. We also considered how poetic inquiry can contribute to professional responsibilities in general. Our collaborative poetic self-study facilitated relooking at our doctoral projects differently. We concluded that our poetic self-study research enabled in-depth considerations of our particular concerns, which in turn assisted us in framing our professional learning as teacher educators researching and teaching in the HIV and AIDS context. Through poetic analysis, we realized that we must extend and continue growing our self-study scholarship that centers on making a difference concerning HIV and AIDS. In our inquiry, we could persist in seeking additional innovative, alternative ways of commencing and continuing conversations around social issues in HIV and AIDS. Collaborative self-study poetic inquiry permits rekindling, revitalizing and rejuvenating one's research interests for continued professional learning and professional responsibilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01