Learning to teach from the student’s point of view: an ethical call from transformative learning

ABSTRACT

Drawing on an autoethnographic inquiry we present a first-person, narrative account of a mathematics teacher’s experience of developing an ethically responsible teaching practice. Reflective commentary on narrative vignettes illustrates the teacher’s inquiry in the role of researcher as transformative learner. Inspired by transformative learning theory, he engaged in critical self-reflection on his moments of teaching, which prompted him to switch from the teacher’s point of view and pay heed to his student’s meaning perspective. This transformation of perspective enabled him to avoid conflict by negotiating a deal with the young resistant learner – ‘a rebel kid’ – to generate mutual respect, focus on values, and successfully adjust to the student’s learning trajectory. The result of this inquiry suggests that endeavouring to teach from students’ points of view is important not only for engaging meaningfully in an educative relationship but also for enhancing the sense of ethical responsibility of both teachers and students.

KEYWORDS:

• Ethic of care
• mathematics education
• transformative learning
• autoethnography

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No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

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Notes on contributors

Mangaratua Simanjorang

Mangaratua M. Simanjorang is Lecturer of Mathematics Education in Universitas Negeri Medan, a public university in Medan city, Indonesia. He completed his doctoral research on integrating ethics into mathematics education at Murdoch University, Australia. He is especially interested in studying transformative learning, Realistic Mathematics Education (RME), STEAM education and ethics/values education, and applying these powerful perspectives to his teaching practice.

Peter Charles Taylor

Peter Charles Taylor is Director of the International Transformative Education Research Network (iTERN) and Adjunct Professor of Transformative Education at Murdoch University, Australia. He has worked in universities for over 3 decades, specialising in research as transformative learning for sustainable development. His integral model of postgraduate research enables professional educators to explore their cultural histories and identities, excavate their cultural values and beliefs, reconceptualize their professional practices, and develop their agency as transformative educators for a glocalising world. His latest book, co-authored with Professor Bal Chandra Luitel, Kathmandu University, is Research as Transformative Learning for Sustainable Futures: Glocal Voices and Visions (2019, Brill/Sense).

Susan Ledger

Susan Ledger, PhD is Head of Education at Murdoch University. She is global in her outlook, collaborative in her approach to research, teaching and engagement, and passionate about promoting and reclaiming teaching as a profession of choice. Susan is an advocate for those living in rural and international educational contexts and those seeking to be first in family with a degree. She is creative and critical in her approach to develop and transform policy and practices that produce high quality teaching graduates.