An investigation into appreciative approaches to pedagogy : the perspective of a volunteer teacher researcher in language classrooms in NSW public schools

Abstract

Through discussions of personal learning and through observations of classroom practice this thesis seeks to document the use of appreciative pedagogy and appreciative approaches to pedagogy in the LOTE (Languages other than English) classroom. The thesis draws on Cooperider and Srivastra's (1987) appreciative inquiry, Yballe and O'Connor's (2000) appreciative pedagogy and a broader self-identified category of "appreciate approaches" to identify and inquire into the efficacy of a range of educational practices that work 'appreciatively'. In the process Cooperider and Srivastra's 4-D cycle, comprising 'discovery', dream', 'design' and 'destiny', is used to make the appreciative approach accessible and as a tool to 'appreciate' the data gathered in the process. The model is also subject to critical evaluation and re-design. It is therefore both subject matter and research method. The thesis draws on data collected through reflective journals, document analysis, classroom observation and most importantly, interviews with selected language teachers in Australia (NSW Met-West region) and China (Zheijang province). My principal research question is: Can Appreciative Inquiry AI be used to inquire into, inform and extend teaching and learning in western Sydney schools? My subsidiary question is: How might this work be relevant to future teaching practices in NSW and China? This project is therefore a pursuit of effective teaching and learning through the lens of appreciation. It is undertaken in an attempt to enrich understanding of individual and collective pedagogical practices in language classrooms in Australia and China through reference to the power of an appreciative perspective and the use of an appreciative approach.

Date of Award	2010
Original language	English