ABSTRACT

‘Son, the only thing that I want is to tell you is that I need you to be aware that you are getting out of a Ferrari and into a Citroneta.’ This is what David’s father said to him when he left engineering to enter physical education. In his new career, a teacher educator asked him, ‘Why didn’t you study something more difficult?’ David’s intellectual curiosity increased, so three years later, he also started to study pedagogy in philosophy in parallel. When he told another teacher educator that he had begun this new pedagogical program, that teacher said, ‘You will be two times poor!’ We think, write, and rewrite together these stories, analyzing the role of teacher educators in support of teacher education experiences. This research was conducted using the three-dimensional spaces of an autobiographical narrative inquiry. The narrative analysis was a thorough rereading of the final text and conversations between the participant/first author and the second author (teacher educator). Stories lead people to think about sustaining teachers to assist them in experiencing more desirable educational processes. We asked questions about helping teachers to preserve motivation and persistence across the difficulties associated with teaching tasks.

摘要

“儿子，我唯一想告诉你的是，我需要你意识到你正在离开法拉利并进入 Citroneta。” 这是大卫离开工程学进入体育专业时父亲对他说的。在他的新职业中，一位教师教育家问他：“你为什么不学习更难的东西？” 大卫的求知欲增加了，所以三年后，他也开始并行研究哲学教育学。当他告诉另一位教师教育者他已经开始了这个新的教学计划时，那个老师说，“你会贫穷两倍！” 我们一起思考、写作和重写这些故事，分析教师教育者在支持教师教育经验方面的作用。这项研究是使用自传式叙事探究的三维空间进行的。叙述分析是对最终文本的彻底重读以及参与者/第一作者和第二作者（教师教育者）之间的对话。故事引导人们考虑维持教师以帮助他们体验更理想的教育过程。我们询问了有关帮助教师在与教学任务相关的困难中保持动力和毅力的问题。