Dissertation
A positionality of wonder: connecting teachers' creativity inside and outside the classroom
Doctor of Philosophy (Ph.D.), Drexel University
Sep 2023
DOI:
https://doi.org/10.17918/00001859
Abstract
Centuries of scholarly research within education and philosophy have explored the importance of experiences of wonder to learning and the pursuit of a "virtuous life" (Lloyd, 2018). Research shows that the pedagogical and philosophical importance of wonder for education is due to the role wonder plays in facilitating open-ended discovery, imagination as part of learning, critical thinking, and the creation of meaning-making processes (d'Agnese, 2019a; Dewey, 1934). Despite evidence that wonder is part of the learning process, there is little research exploring how teachers implement wonder in their teaching practices. This study addressed the gap by identifying and describing teachers' experiences of wonder inside and outside the classroom. Drawing upon Glăveanu's Model of Dynamic Wonder (2020a) to identify wonder and using convenience sampling, the researcher recruited 6 middle and high school teachers to share their experiences through in-depth interviews, document analysis, and focus group interviews. This research expands theories of wonder in teaching practices and is relevant to schools of education, education policymakers, scholars of creativity, and teachers.
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Details
- Title
- A positionality of wonder
- Creators
- David Mattson
- Contributors
- Kristy Kelly (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Philosophy (Ph.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- 219 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991021230210704721