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Towards a psychological anthropology in teacher education
European Journal of Teacher Education ( IF 5.219 ) Pub Date : 2021-06-27 , DOI: 10.1080/02619768.2021.1941859
Guillaume Escalié 1, 2 , Jérémy Lesellier 2 , Julie K/Bidy 2 , Pascal Legrain 1, 2
Affiliation  

ABSTRACT

This article aims to draw the outlines of a psychological anthropology programme in teacher education based on Wittgenstein’s philosophical approach to relationships between experience, consciousness and language. Conceptually, the challenge is to support the idea that a professional experience may be documented not only through the deliberate reasons pre-service teachers spontaneously link to actions, but also through sensations that are less verbally accessible, also named ‘perceptions’ in social psychology. An empirical illustration is used to show a potential reconciliation between a research program in cultural anthropology and the social psychology bases of teaching competency acquisition. From a methodological standpoint, we examine whether an analysis linking self-confrontation interviews and questionnaires provides an original insight into pre-service teachers’ training experiences. This path inserted into a transdisciplinary program provides alternatives to reconsider a cooperative training program implemented to foster the self-efficacy of pre-service teachers in physical education.



中文翻译:

教师教育中的心理人类学

摘要

本文旨在根据维特根斯坦关于经验、意识和语言之间关系的哲学方法,勾勒出教师教育中的心理人类学计划的轮廓。从概念上讲,挑战在于支持这样一种观点,即专业经验不仅可以通过职前教师自发地与行动联系起来的故意原因来记录,还可以通过难以用语言表达的感觉(在社会心理学中也称为“感知”)来记录。实证例证用于显示文化人类学研究项目与教学能力习得的社会心理学基础之间的潜在协调。从方法论的角度来看,我们研究了将自我对抗访谈和问卷调查相结合的分析是否可以提供对职前教师培训经历的独到见解。插入跨学科计划的这条路径提供了重新考虑合作培训计划的替代方案,该计划旨在培养体育职前教师的自我效能。

更新日期:2021-06-27
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