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Pedagogy: A Teacher’s Practice
Phenomenology & Practice Pub Date : 2020-06-02 , DOI: 10.29173/pandpr29397
Andrew Foran , Dan Robinson , Margareth Eilifsen , Elizabeth Munro , Tess Thurber

Neoliberal assaults upon public education have been grounded upon the supposition that schools are failing to prepare students to respond to local and global economic needs and realities. The result has left the relational between pupils and teachers as a taken-for-granted practice. Lived experiences often can show and capture the unexpressed in taken for granted moments. This discussion presents teaching as relational moments, shared between beginning teachers and pupils. We employ a phenomenological sensitivity as we unravel the anecdotal evidence to bring into language a “lived through” dimension of human relations. As teacher educators, we ask: what is experienced when relationality is the focus for beginning teachers? The importance of this question is due to the prevalence of neoliberal forces that now guide, and to large extent, control what it means to teach in schools across Canada. In an effort to understand this emerging view of teaching, we explore what four preservice teachers from Nova Scotia experienced in becoming teachers, as they completed their final Field Experience in Bergen, Norway. We share these anecdotal representations to help teachers see how the relational informs identity in becoming a teacher and allows teacher educators to deconstruct the “taken-for-granted-ness” of teaching stuck in the rational-technical model.

中文翻译:

教育学:教师的实践

新自由主义对公共教育的攻击是基于这样一种假设,即学校未能让学生做好准备应对当地和全球经济需求和现实。结果使学生与教师之间的关系成为一种理所当然的做法。现场经历通常可以显示并捕捉那些在理所当然的时刻表现出来的未表达的事物。该讨论将教学呈现为关系时刻,由新手老师和学生分享。我们采用现象学上的敏感性来解开轶事证据,以便将语言中“人与人之间的关系”带入语言。作为教师教育者,我们问:当关系性成为新手教师的重点时,会经历什么?这个问题的重要性是由于新自由主义势力的盛行,现在在很大程度上指导着 控制在加拿大各地学校教学的意义。为了理解这种新兴的教学观,我们探究了来自新斯科舍省的四名职前教师成为挪威教师的过程,他们完成了他们在挪威卑尔根的最终现场体验。我们分享这些轶事表示形式,以帮助教师了解关系如何成为教师的身份,并允许教师教育者解构卡在理性技术模型中的“按需获得”。
更新日期:2020-06-02
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