Bearman Margaret, Molloy Elizabeth
a Centre for Research and Assessment in Digital Learning (CRADLE) , Deakin University , Geelong , Australia.
b Department of Medical Education , University of Melbourne , Melbourne , Australia.
Med Teach. 2017 Dec;39(12):1284-1285. doi: 10.1080/0142159X.2017.1308475. Epub 2017 Apr 18.
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.
作为教师，我们常常要求学习者敞开心扉，而我们自己却以高高在上、知识渊博的专家形象示人，还常常照着预先准备好的讲稿讲课。本文探讨了“思想裸奔”这一隐喻概念——即教师思维过程、困境或失败的灵活展现——以此作为一种示范行动中的反思和恢复力的方式。虽然可信度和袒露心扉之间存在着矛盾，而这两者对于信任来说都是必要的，但我们认为冒一些风险并暴露知识或表现上的不足对各方而言都可能具有启发性且很有价值。
