Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/268528 
Autor:innen: 
Erscheinungsjahr: 
2006
Quellenangabe: 
[Journal:] Organization Management Journal [ISSN:] 1541-6518 [Volume:] 3 [Issue:] 1 [Publisher:] Taylor & Francis [Place:] London [Year:] 2006 [Pages:] 4-12
Verlag: 
Taylor & Francis, London
Zusammenfassung: 
The author provides a personal account of his transition from attempting to use charisma to transmit knowledge to students to removing it so that students can themselves experience knowledge as a basis for learning. Consistent with inquiry-based democratic pedagogy, the author demonstrates how he became more a facilitator of learning than its transmitter. He shows how putting charisma into unscheduled classroom inquiry rather than into the teacher’s delivery can produce knowledge collectively and concurrently co-constructed in service of action.
Schlagwörter: 
Facilitation
Charisma
Reflective practice
Inquiry
Higher education
JEL: 
I20
J24
L20
M10
M12
M14
M53
M50
O31
O15
DOI der veröffentlichten Version: 
Dokumentart: 
Article
Dokumentversion: 
Accepted Manuscript (Postprint)
Erscheint in der Sammlung:

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