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1.
ABSTRACT

In this paper, I explore the educational significance of the work of Hannah Arendt through reflections on four papers that constitute this special issue. I focus on the challenge of reconciling ourselves to reality, that is, of being at home in the world. Although Arendt's idea of being at home in the world is connected to her explorations of understanding, such understanding should not be approached as a matter of sense making, but in terms of ‘eccentric judgement’. For judgement to be eccentric, we must expose ourselves to otherness, which has to do with friendship if we understand friendship as a public rather than an entirely private matter. While political judgement requires a ‘being in the presence of others’ Arendt's views on thinking and its role in moral judgement indicate the necessity of solitude, of being alone with oneself. Rather than seeing this a process through which one calls oneself into question, I highlight the importance of the experience of being called into question, which I understand as the experience of ‘being taught’. I conclude that the educational significance of Arendt's work particularly lies in this link with teaching, and less so in notions of learning, reflection and sense making.  相似文献   

2.
ABSTRACT

Dissatisfied with the Western tradition of political philosophy, Arendt maintained a tension between the political, which she associates primarily with the freedom to act, and the philosophical, which she associates principally with the activity of thinking, throughout her works. Whilst Arendt's work is underpinned by a focus on political action, her work on the thinking/non-thinking dichotomy is of significant educational value. Taking a broadly phenomenological approach, and reading Arendt through an educational lens, this paper seeks to demonstrate how the thinking/non-thinking dichotomy and the perils of ‘non-thinking’ reveal the wider dangers of instrumentalism and the performative models of education that accompanies it. It is suggested here that Arendt's work exposes ‘non-thinking’ as a form of instrumental thinking, which is not only a threat to the development of the capacity for critical thought but also to the development autonomy and the capacity for moral judgement.  相似文献   

3.

This study examines the relationships between a secondary Mathematics teacher's pedagogical content knowledge and the dilemmas posed when teaching the concept of function. Alternative tools and procedures for analysing these relationships are used. The results illustrate the flexibility of her knowledge use in Mathematics teaching and how it is related to her knowledge of the pupils as Mathematics learners. In addition, it highlights the central role played by the teacher's knowledge about pupil comprehension in the content and organisation of her teaching agenda. The difference that the teacher establishes between exercise and problem shows her struggle with the two-fold understanding-memorisation of procedures as the content of a teaching dilemma. The results obtained suggest the need for secondary Mathematics teacher education programmes to adopt approaches that take into account the central role played by teacher knowledge about Mathematics learning, and the dilemmas generated when teachers have to reconcile objectives that are apparently contradictory during their teaching practice.  相似文献   

4.

In the current UK policy context increased attention is being given to the use of continuing professional development (CPD) as a mechanism for reforming and redefining the professionalism of teachers in the schools' sector. This, in turn, has focused attention on measuring the impact of professional development on practice and, in particular, pupil outcomes. This is a difficult task even where a CPD initiative is focused on changing classroom practice. It becomes even more difficult where programmes focus on the development of school leaders and managers. Nor does measuring impact, in itself a thorny issue, necessarily help us to understand why and how experienced practitioners change their practice. Without some further understanding of what 'impact' entails and the processes involved in achieving it we are unlikely to move further forward in designing and providing effective learning opportunities for serving teachers.  相似文献   

5.
The use of stories in teacher education is ubiquitous; yet, the question regarding how stories help teachers make sense of their professional lives is more complex than it first appears. The authors draw from Adriana Cavarero's understanding of narrative relations as the political site where one's unique singularity is revealed in the desire to have one's story told. They compare her insights to Judith Butler's resignification of injurious speech, examining both positions as they apply to a beginning teacher's efforts to become the professional she admires. It is suggested to teacher educators that they use stories from practice to foreground the tension between a teacher's life and her life-story. By understanding the irresolvable tension of desire to have one's story told, a teacher has a better chance of recognising her own vulnerability and that of her students, and of teaching at the starting place of ethics.  相似文献   

6.
From reading the research literature, it is evident that making the transition from pre-service teacher to beginning teacher is a challenging experience. New to the profession teachers can experience self-doubt and feelings of anxiety about meeting expectations. What is valued at the start of their career is support, especially if it is ongoing and tailored to their needs. In this paper, I present data from the first mentoring programme for new to the profession early childhood teachers in Victoria, Australia – the State-wide Mentoring Program for Early Childhood Teachers (SWMP) (2011–2014). I provide an overview of this mentoring programme highlighting aspects considered most effective in supporting beginning early childhood teachers. I propose that developing a mentoring programme incorporating respectful, responsive, reciprocal and reflective elements, can enhance both mentor’s and mentee’s professional development and professional identity. The impact of this programme is evidenced by the voices of the mentors and mentees involved.  相似文献   

7.
Learning to become a teacher is a developmental process, part of which is learning to become a reflective practitioner. The authors have implemented a structured approach to developing the habits of critical reflection, the purpose of which is to guide their university students (who are pre-service teachers) to progress through the stages of teacher development and to facilitate self-motivated professional growth. Their attempts to incorporate into these pre-service teachers' learning the ‘practice’ part of reflective practice have included the development of different kinds of practical and applied tasks. In turn, their attempts to incorporate the ‘reflective’ part of reflective practice have involved the embedding in assessment activities of different scaffolds for metacognitive reflection. Their innovative processes of embedding reflection in assessment have been guided by Dewey's and Schön's views of reflection, their own views of the teacher education process, and Brookfield's conception of ‘critical lenses’ which can be used as a scaffold to structure professional growth and development.  相似文献   

8.
《师资教育杂志》2012,38(1):9-24

This paper addresses the general question of why teachers teach in the way they do. Data collected from Egyptian science teachers both in the UK during an in-service course and on their return to Egypt are reported. The teachers' evaluation of which in-service experiences they thought of most use is contrasted with the changes they were able to bring about in their own teaching on return to Egypt. Follow-up interviews and classroom observations in Egypt showed the teachers to be frustrated in introducing even limited changes to their practice. This paper proposes that Schön's notion of the reflective practitioner may not be suitable for modelling a mechanism of change in classroom practice for all teachers. Teachers in developing countries, with educational systems that Beeby characterises as mechanical or untrained, are more constrained than the notion of the reflective practitioner allows.  相似文献   

9.
As teacher educators have worked to encourage teachers to become more reflective, they have noted the important role that school context plays in supporting or constraining reflection in action. This study describes one kindergarten teacher's experiences in two contrasting school contexts. The study documents the leadership styles, school organizational structures and resources, faculty‐administration communication processes, and curriculum decision‐making practices that promoted or hindered the teacher's ability to reflect. Data analysis revealed striking contrasts between the two schools. These differences had an impact on the curriculum provided by the teacher, her ability and willingness to accept responsibility for her professional decisions, and her self‐confidence and job satisfaction. The study concludes with suggestions for teacher educators interested in helping their graduates find and maintain contexts supportive of reflective practice.  相似文献   

10.
In a previous paper (Loizou, F. 2011. How Cypriot primary school teachers promote their professional development through reflective practice. Education 3–13 39, no. 3: 233–247.) I explored the concept of theories-in-use within a qualitative research study in order to analyse the role of reflection in bringing about change in the practice of 18 Cypriot primary school teachers. In this article, I build on the findings of this study in order to explore further why reflection onpractice which remains unexamined through professional exchange can have alimiting effect on professional development. In particular, I aim to examine which devices can develop in the unconscious in order to protect unsound theories-in-use and reinforce discrepancies between actions and espoused beliefs. Furthermore, I discuss why these devices block awareness of the need to change. Finally, I make hypotheses about when the above devices could have been developed in the Cypriot teachers' unconscious. The article concludes with suggestions about how the activation of the above devices can be limited or prevented.  相似文献   

11.
Abstract

This article stems from reflective practice undertaken by the author. It represents an attempt to bring together some of the questions which occurred to her about the nature of community education when she worked as a practitioner in that field with more recent considerations about the ‘taken for granteds’ of her present professional practice as a facilitator of reflective practice for adult educators. Using metaphor and a model derived from Eastern philosophical traditions, the article suggests that the concept of spirituality may be a useful addition to the discourse about (community) education in general and reflective practice in particular.  相似文献   

12.
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13.
The purpose of this research was to understand how preservice elementary teacher experiences within the context of reflective science teacher education influence the development of professional knowledge. We conducted a case analysis to investigate one preservice teacher's beliefs about science teaching and learning, identify the tensions with which she grappled in learning to teach elementary science, understand the frames from which she identified problems of practice, and discern how her experiences played a role in framing and reframing problems of practice. The teacher, Barbara, encountered tensions in thinking about science teaching and learning as a result of inconsistencies between her vision of science teaching and her practice. Confronting these tensions between ideals and realities prompted Barbara to rethink the connections between her classroom actions and students' learning and create new perspectives for viewing her practice. Through reframing, she was able to consider and begin implementing alternative practices more resonant with her beliefs. Barbara's case illustrates the value of understanding prospective teachers' beliefs, their experiences, and the relationship between beliefs and classroom actions. Furthermore, the findings underscore the significance of offering reflective experience as professionals early in the careers of prospective teachers. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 121–139, 1999  相似文献   

14.
《师资教育杂志》2012,38(3):197-217

Today, isolated practice is regarded by most educators, administrators and policymakers as an inadequate way of performing teachers' work. Most teachers and teacher educators embrace the current dominant discourse on the virtues of teacher collaboration, but these beliefs do not always materialize in the way programs of initial teacher education are organized and in the way student teachers experience their practice training. This paper examines this contradiction by analyzing the network structure and contents of teachers' professional interactions with student teachers and among themselves in two secondary-school English departments. The data show that despite the formal arrangements and the discourses favoring collaborative practice, the student teachers within the two departments were socialized into professional cultures that framed their views of themselves and of teaching in essentially isolated ways. The paper discusses implications of these results for studies of collaborative cultures in teaching and for the training of beginning teachers.  相似文献   

15.
This paper starts from the assumption that teaching is more than the simple application of the results of research conducted by others. The goal of practicum is to promote a reflective attitude in education, leading the student teacher all along his/her complete training. Formative evaluation as a dynamic process is a way of reflecting during action, facilitating professional development of teachers. That is why it should be integrated into the curriculum of teaching practice.  相似文献   

16.

Over the past decade, Donald Schön's conceptualization of professional practice as reflection‐in‐action has gained wide currency. This paper reports on a seminar, based on Schon's ideas, to assist elementary teachers in making Science a more significant part of their instructional programmes. A detailed analysis of the efforts of two of the experienced teachers involved points to problems related to: (i) the efficacy of reflection‐on‐action in facilitating reflecting‐in‐action; (ii) disjunctions between conceptual and action components of teachers' frames; and (iii) the role of substantive teacher intervention in assisting children in learning to use non‐common‐sense ways of knowing such as Science.  相似文献   

17.

In Queensland, Australia, a beginning or probationary teacher can be appointed as either a permanent employee, or on a temporary engagement, or on 'contract'. Temporary engagements for beginning teachers represent an example of the trend towards the increasing casualisation of the teaching profession. There is a paucity of research on this topic. This paper reports on the results of a questionnaire administered to primary and secondary beginning teachers whose first appointment in 1997 was a temporary engagement. It reports on their feelings, opinions and perceptions towards such temporary engagements. The key finding was that the majority of beginning teachers on temporary engagement desired to be permanent employees, the main reason cited being that of job security. The majority of the participants found it extremely difficult to cope with the uncertainty surrounding the practice of temporary engagements. Identified also were a number of confusing perceptions perpetuated by a lack of understanding about obtaining a permanent position with Education Queensland. The findings suggest that lack of job security does need to be acknowledged as a critical factor for the beginning teacher, that the conflict between the need for job security and the changes in employment practices must be addressed, and that, under school-based management, the principal needs to take professional responsibility for the special needs of this beginning teacher group.  相似文献   

18.
Based on several years of experience in instructing beginning teachers at the Hebrew University of Jerusalem, the author classifies them into a number of basic types. The paper presents four teacher types, represented metaphorically by various members of the animal kingdom. It is possible to identify a teacher's initial type by studying his adaptation process and functioning at the start of his teaching career. Identifying the teacher type enables persons involved in his induction to better assess his needs and more clearly determine the kind of support he requires. Support is especially effective when it takes into account the teacher's personality, needs, feelings, and individual rate of professional development. Identifying the beginning teacher type makes it easier for peers to develop realistic expectations of him and be considerate of the nature of his specific difficulties. Providing differential professional induction can ease the path of the beginning teacher and hasten realization of his inherent teaching potential.  相似文献   

19.
Reflective decision making is an important component in a teacher's professional expertise, and aptness for integrating it into professional practice can be nurtured in most teachers. This article uses vignettes from student teachers’ journals to describe four modes of thinking that can provide a useful framework for fostering growth in novice and veteran teachers’ conceptualization of reflective decision making and the ability to incorporate it into their repertoire of professional competencies.  相似文献   

20.
This article is based on a study which aimed to explore the use of reflective practices to develop professionalism among pre-service teachers at the National University of Lesotho. The study sought to contribute to the local and international debate on best practice in encouraging and scaffolding constructivism through reflective practice among teachers. Forty final year pre-service teachers participated in the study and were interviewed individually and in groups. They shared their conceptions and views about how they plan to engender professional growth in their own teaching. By engaging in this exercise, this group of future teachers was empowered to develop into reflective professionals. The findings are discussed against the Centric Reflection Model which posits the different stages and dimensions of the reflective exercise. The author argues that reinforcing reflective dispositions could promote professional growth, and decrease misconduct and lack of professionalism associated with some teachers in Lesotho.  相似文献   

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