期刊
MEDICAL TEACHER
卷 39, 期 12, 页码 1284-1285出版社
TAYLOR & FRANCIS LTD
DOI: 10.1080/0142159X.2017.1308475
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As teachers we often ask learners to be vulnerable and yet present ourselves as high status, knowledgeable experts, often with pre-prepared scripts. This paper investigates the metaphoric notion of intellectual streaking - the nimble exposure of a teacher's thought processes, dilemmas, or failures - as a way of modeling both reflection-in-action and resilience. While there is a tension between credibility and vulnerability, both of which are necessary for trust, we argue that taking a few risks and revealing deficits in knowledge or performance can be illuminating and valuable for all parties.
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