ABSTRACT

This qualitative study presents an analysis of the experiences of a teacher who had recently left working in an England state funded primary school. Using reflective lifeworld methodology, this study explored the teacher’s struggle to be authentic in the context of state funded education. Three prominent themes were identified as: 1) enhancement of every learner; 2) systemic oppression; and 3) tensions in being a teacher. The study concludes that being authentic as a teacher was experienced as being incompatible with the current educational system.

中文翻译：

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“从孩子身上吸取结果”反思生活世界案例研究，一位小学教师力求真实

摘要

这项定性研究分析了一位最近离开英国公立小学工作的教师的经历。本研究使用反思性生活世界方法论，探讨了教师在国家资助的教育背景下为真实性所做的努力。三个突出的主题被确定为：1）提高每个学习者；2）系统性压迫；3）当老师的压力。该研究得出结论，作为一名真实的教师被认为与当前的教育体系不相容。