ABSTRACT

This article adopts a phenomenological-oriented approach to explore the perceptions of a small cohort of teachers about teacher pedagogical well-being (TPWB), the experience of which is intimately connected with a teacher’s sense of self-care. Existing Finnish research on this topic informed the design of semi-structured interviews across two schools. The findings were analysed initially with reference to the existing research. It identified management and collegial support, as well as student engagement as cornerstones for TPWB. In order to extend the analysis beyond the existing research, the Foucaudian optic of governmentality was introduced, in particular, Stephen Ball’s application of it for education. This highlighted the extent to which the experience of TPWB, of teachers’ sense of self-care, can be impacted by the culture of performativity. Significantly, it also emerged that a teacher’s capacity for self-definition, for reflexivity, can offer a mantle of resistance for the being of a teacher, especially at a time when they are being subjected to governance by performativity.

摘要

本文采用现象学导向的方法来探讨一小群教师对教师教学幸福感 (TPWB) 的看法，这种体验与教师的自我照顾意识密切相关。芬兰关于该主题的现有研究为两所学校的半结构化访谈设计提供了信息。最初参考现有研究对结果进行了分析。它将管理和学院支持以及学生参与确定为 TPWB 的基石。为了将分析扩展到现有研究之外，引入了政府性的福柯德光学，特别是斯蒂芬鲍尔将其应用于教育。这突出了 TPWB 的经验，教师的自我照顾意识，可以在多大程度上受到表演文化的影响。