Universal Journal of Educational Research 4(4): 683-687, 2016 http://www.hrpub.org DOI: 10.13189/ujer.2016.040404 Leaving a Mark, Making a Difference Tamar Ascher Shai David Yellin Academic College of Education, Israel Copyright©2016 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Abstract Thirteen years after the completion of my notion of using nature as an ally in this teaching venture was doctoral research I located ten of the students of early to become an important part of my own intervention program childhood education who had participated in the study, in with my students, as I will describe later. order to discern what had had a great enough impact on them There is a strong connection between the structure of most as teachers-to-be, that it would find its expression even teacher training programs and the spirit of education in the thirteen years later. The intervention doctoral program is public school system. Most models for teacher training that briefly summarized, as well as the references made to this one encounters today reflect the problem spots existing in program by the participants. This paper does not present an many areas of today’s education, as described beautifully by in-depth longitudinal study, but rather a form of update on a Abbs [1] (1994:2): study that, at its conclusion, suggested that the true effects of “Education itself has fallen into the hideous black hole the program would probably only become apparent to the of unmeaning… [it] has lost any sense of the students themselves many years later. The results and transcendent ends which, when it is true to its own conclusions of this follow-up are surprising and challenging nature, it willingly and lovingly serves… [education to teacher trainers and educators alike. today speaks] the language of visionless control…” Keywords Educational Belief Systems, Teacher This predicament was described by several others as well, Hicks and Holden [2] (1995) described it as a “loss of Training, Meaningful Experiences societal direction and purpose” that arise from the fact that we “lack guiding visions for the future”, while Gardner [3] (1995) noted how “a sense of calling is disappearing”. It was this sense of the loss of vision, and my impression 1. Introduction that students training to become teachers were not clear about their educational belief systems, that led me to my “In a certain sense every experience should do original research. In the course of one academic year I tested something to prepare a person for later experiences of a my assumptions regarding possible ways of affecting deeper and more expansive quality. That is the very students’ belief systems by applying an intervention program in which my class of twenty-two students took part (Ascher meaning of growth, continuity, reconstruction of [4], 2001). I was hoping to find enough evidence of at least experience.” initial or partial change in the way my students thought about Dewey, J. (1938) Experience and Education education, that would allow me to conclude and suggest In my final year as a student of education, one of my some general guidelines for teacher training of a slightly professors announced that our last class session would be a different sort. It was clear to me though, that more definite field trip. We were to spend the day on the beach together. signs of my program having had any actual impact on my We drove out to a distant, very private and rather deserted students would become evident only many years later, when beach, where we were split into several smaller groups and their experiences had settled into their emotional and mental given the assignment to create our own culture, which we structures deeply enough to affect their belief systems. were later to present to the other groups. This culture This paper wishes to present the follow up research that included among other things the history of our 'becoming', took place thirteen years after my above noted doctoral study. rituals, dress code, music and art. The day at the beach Since I could not locate all the students from that particular remained one of the most important, even life changing class, I invited a group of ten students, in order to hear about experiences that I had during my own studies. the development of their professional lives since then. I was During that day at the beach, when instructed to create our in search for signs that might suggest that my special own culture, we were strongly encouraged to use the program had in fact influenced them in some way, leaving a fabulous surrounding nature as a focus for inspiration. The mark on their lives. 684 Leaving a Mark, Making a Difference 2. The Program ordinary, in the hope of creating learning experiences so different from, and sometimes even contrary to what the In my search for ways to help my students recognize and students had experienced in their own lives as pupils, as to develop their educational beliefs in the course of their cause a certain degree of cognitive disequilibrium. This is teacher training, I designed a special intervention program described by Piaget as being a serious step towards consisting of three main parts: “guided imagery sessions”, intellectual growth (Cowan [6], 1978). Going along with the “debates”, and “extraordinary learning experiences”. I assumption that educational belief systems have very firm believed that each one of these parts would play a role in mental structures which are not easily changed, it seemed reflecting the students’ developing beliefs, as well as have necessary to ‘attack’ the challenge of influencing and some influence on them in the course of this development. possibly changing these belief systems by direct confrontation. These confrontations were expected to cause Guided Imagery Sessions enough cognitive disequilibrium as to require some degree of The sessions, which took place once almost every week, reorganization of thought, hopefully resulting in change. were aimed at helping the students practice the skill of In this part of the program I organized special field trips, imagining, in order to enhance the students’ ability to partake taking my students to the beach in order to study and in the developing of a mental picture of what may be the rediscover the joys and variations of play, I took them to the ideal educational setting and program. While part of the forest in the attempt to immerse them into the world of guided imagery sessions in fact dealt with the imagining of stories and fairytales, and a day in the desert presented us situations that had never actually been experienced, a with an opportunity to reinvent ourselves as educators of the substantial part of the sessions dealt with memories from the future. An early morning trip to observe the sunrise gave us past. As Lortie [5] (1995) along with several other an example of how young children discover the world, and researchers had noted, students arrive to their teacher the end of the year we concluded in watching the sunset training programs already well equipped with their own rich together. In Nespor's [7] (1987:320) words, I was dealing repertoire of internalized teacher-models (or educational with some crucial experience or even some particularly belief systems), which they have collected and assembled influential teacher who may produce "a richly detailed during their long experience of being pupils. Before one can episodic memory which later serves (…) as an inspiration begin developing or possibly changing these models, they and a template for [her] teaching practices." need to be brought into the students’ consciousness. The I was particularly invested in this third part of the program, practice of accessing different areas of their subconscious the reason lying in my own history of an extraordinary was expected to facilitate this process. learning experience I had had as a student, in fact exactly thirteen years prior to my year of research. Debates This part of the program intended to tackle the issue of affecting belief systems from yet a different angle. The 3. Methodology and Methods debates were classes built around confronting theories and educational beliefs of known thinkers in educational “Action Research is a form of self-reflective enquiry philosophies throughout the ages. In the course of the year undertaken by participants (teacher, students or we studied the educational theories from as early as the principals, for example) in social (including ancient Greek, such as Sappho and Socrates, all the way educational) situations in order to improve the through history, ending with the era of the critics such as rationality and justice of (a) their own social or Montessori. Furthermore, the students met guest speakers educational practices, (b) their understanding of these who presented and discussed their own belief systems with practices, and (c) the situations (and institutions) in the class. The confrontation with other people’s belief which these practices are carried out.” systems, past or present, was an activity which was aimed at broadening the students’ horizons, presenting them with McNiff [8] (1988:2) quoted this definition by Carr and different models of thinking about education, and showing Kemmis [9] (1986), and with that described the reason and how these models were embedded in history – personal and circumstance of my intervention program. Zeni [10] (1998) universal alike. discussed the type of research done by teachers as ‘insiders’, where they document their own practice using tools of Extraordinary Learning Experiences qualitative research such as case studies and autobiography, While the guided imagery sessions focused on achieving both of which played a role in my research as well. Zeni also personal insights, a higher degree of consciousness and noted in which ways action research is different from reflection in order to help the students more successfully teaching: Action research involves systematic documentation and data gathering, more self-reflection in confront their already existing belief systems, this part of the writing, and addresses with its results a wider audience, intervention program dealt more with the subject matter of which would include presentations to colleagues, early childhood education. The contexts in which these collaboration with other professionals and publication of the learning situations took place were purposely out of the Universal Journal of Educational Research 4(4): 683-687, 2016 685 findings. The above described intervention program took the interviews was the 'teaching moments'. These included place in the context of an action research study, where my the lessons that had taken place for the most part in their field work as a pedagogical advisor (teacher trainer) underwent work settings, at times when I came to observe them and several changes, with the goal of deepening the effect that reflect with them upon their actual, concrete experiences my course had on my students’ development and future with young children. This is an important point to notice, for practice. these meetings are not planned or prepared in advance, but In the original research, the methods for data collection rather deal with the 'here and now' of whatever is happening included the use of questionnaires, journals (both my own as in the students' real 'teaching life', and not with any well as those kept by the students), observations, educational theory or philosophy. One student recalled “you photographs and interviews. The follow up research that is taught me to think positively. When you’d come and see me presented in this paper was however limited to an interview [in the field placement], you would ask what had happened, only. This follow up research was not conducted as a and I would start by telling you something that was developed, in-depth longitudinal study, but rather as a more problematic. You made me change my thinking… you casual ‘update’ with regard to possible long-term outcomes would say “start with something positive”. I always do that of the original study. now. I never start a conversation with a parent without The interview contained characteristics of what Cohen and saying something positive first.” I can see how such Manion [11] (1994) call “structured interviews” as well as immediate, on the spot feedback would be meaningful, and “non-directive interviews”. The interview was structured in how later in their professional lives as teachers such that the questions that I asked the students were planned and moments would make new appearances, as their daily formulated in advance, and were posed to each student in the experiences bring back their memories. Often, in thinking same way. Nonetheless, the questions were very open-ended, back on their studies, students have noted how their field leaving room for spontaneity and the free and full expression experiences were the most meaningful part of their of subjective feelings, thus resembling the nature of the professional development. non-directive interview. In the course of the interviews many A fairly close runner up to the 'teaching moments' was the of the former students volunteered so much information in 'extraordinary learning experiences' (the field trips). I would response to the opening question, that the following dare say that these types of memories have the make-up of questions often became futile. educational beliefs, as opposed to the previous memories, which mostly focused on ways of working with children. Through these memories they were telling of something very 4. Results and Discussion personal that they had experienced. One student, for example, immediately began to retell “the beach was the best place in At the outset of this study, my focus was to discover which order to learn about the sand box… sitting and understanding experiences or parts of my doctoral program had most the value of it all…. All throughout my first year, when I was affected my students, to the point where they might even teaching kids, I was thinking about the beach, again and identify those that had left their mark on their professional again, when the kids went out into the yard… I think about it lives until this day. As expected, the first two parts of the all the time…”. This finding certainly strengthened my program were mentioned only occasionally and almost in assumption that these types of learning situations were well passing, while in fact the former students, who for the most worth the effort put into planning and executing them. It part had become teachers, did describe in much more detail appears that I had in fact managed to touch a deeper, the impact that some of our field trips had made on them. belief-related part of my students' minds in a way that lasted However, they also noted two additional types of well past the actual experience. 'meaningful experiences' that proved to have left a mark on In the category of “impressions made as a person” I sense their lives. Aside from the field trips, they noted what I will great weight. As mentioned before, the other two categories continue to define as "teaching moments". They related to were brought up more frequently by my former students; I regular day-in day-out teaching opportunities. My surprise was particularly touched by the fact that the character and and slight disappointment revolved around the fact that these approach of the person standing before the students would impromptu incidents for teaching were mentioned even more leave such a strong impression on their lives. One of the frequently by my former students than the eagerly planned former students shared with me “your personal story, about outings. how you broke all social norms and did what was good and And finally, the last type of meaningful experience was right for you – that surely wasn’t easy for you, but in the put into the context of what I define as "impressions made as class you gave the feeling that in the end everything works a person". Even though the number of comments made in out, slowly, after going through a process, everything this category is smaller than the above, this category strikes becomes ok.” But other professors were mentioned as well, me as the most important of the three, since it emphasizes the “the science teacher will not be forgotten, ever, until the day notion that ‘who you are’ is far more important than ‘what I die. What is important in her approach is that students you do’, when it comes to education. weren’t just a number. It’s a more personal approach, more The type of experience that was mentioned most during supportive, I take that with me.” These memories are of 686 Leaving a Mark, Making a Difference course not necessarily surprising, since most of us can fulfills the purpose of closing the circle of my past research, remember and point out people in our personal histories, who allowing insight into possible long-term effects that have left their marks on our lives. But in the context of educational intervention might carry. developing a program around educational belief systems, I I admit that I was hoping to get confirmation that in fact seemed to have overlooked the importance of the teacher my specific doctoral program had achieved the effect that her/himself and her character and spirit, as so very influential. had been intended. I was expecting to discover that my Only six of my ten past students had produced this type of assumptions regarding effective ways of working on memory, but I do believe that it is the quality that counts, and students' educational belief systems were well founded, and less so the quantity. The memories of people whom they felt that I might state my own theory around extraordinary had touched their lives in irreversible ways are expressed learning experiences with stronger conviction and even proof. emotionally and even passionately, and similarly to the My main and most critical finding however is that the notion previous category of "extraordinary learning experiences", of "meaningful experience" is a very subjective one. Based the way most of these memories are presented show a on my own past experience, I had assumed that connecting connection to deeply held beliefs. with nature was the key to teaching in deep and meaningful ways. However, in questioning my past students with regard to the learning experiences that they remembered and that 5. Conclusions had influenced them as teachers, I came to realize how each former student described a very personal memory of What kind of experience can hold the power to cause meaningful experiences, and that there is no one definition change in a person's belief system? Dewey [12] (1938:40) that fits this concept. gave very specific points to watch out for, when thinking While experiences during field trips were certainly about and planning such a learning experience: mentioned quite frequently, the students tended to remember "A primary responsibility of educators is that they not many meaningful "teaching moments", situations in which I only be aware of the general principle of shaping of either taught something formally in class, or comments that I actual experience by environing conditions, but that had made in relation to experiences they had had during their they also recognize in the concrete what surroundings field work. "Impressions made as a person" left me with the are conducive to having experiences that lead to strongest insight, being that 'who we are' is possibly more growth." important than 'what we say or do', and it is the way in which This point made by Dewey affirmed one particular action we relate to our students, and the way in which we present that I took in creating what I hoped would be meaningful ourselves as human beings and as professionals, that will learning experiences for my students. I found that, once I leave the strongest mark on those we share our teaching took them outside of the physical surroundings of the moments with. As I mentioned at the outset of this paper, College and into different spaces in nature, just as my own Nespor [7] had suggested that while the issues I was dealing professor had done with us at the time, I was increasing my with could be connected with some crucial experience, they chances of creating something new, and adding meaning that are also likely to be related to some particularly influential previously had not been experienced, to the learning teacher who would become the inspiration for the students' situation. developing educational belief system. Britzman [13] (1991:34) discussed Dewey's ideas, "The difference between lived experience and mere circumstance is our capacity to bestow experience with REFERENCES meaning, be reflective, and take action." Tripp [14] (1993:8) calls these types of subjective [1] Abbs P. The Educational Imperative: A Defense of Socratic and Aesthetic Learning. 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