Towards an Educational Humanities for Teacher Education: Building the Relational, Emotional, and Ethical Bases of Teaching Practice

Autor/in	Quinlan, Kathleen M.
Titel	Towards an Educational Humanities for Teacher Education: Building the Relational, Emotional, and Ethical Bases of Teaching Practice
Quelle	In: Oxford Review of Education, 47 (2021) 6, S.752-769 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Quinlan, Kathleen M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2021.1886915
Schlagwörter	Humanities; Teacher Education; Ethics; Caring; Psychological Patterns; Professional Identity; Poetry; Figurative Language; Teacher Student Relationship; Decision Making; Student Experience; Ethical Instruction + Suchen Sie Ihr Suchwort? Geisteswissenschaften; Humanwissenschaften; Lehrerausbildung; Lehrerbildung; Ethik; Care; Pflege; Sorge; Betreuung; Lyrik; Poesie; Teacher student relationships; Lehrer-Schüler-Beziehung; Decision-making; Entscheidungsfindung; Studienerfahrung; Ethics instruction; Teaching of ethics; Ethikunterricht
Abstract	In medicine, concern about preserving the humanity, empathy, and moral reasoning of prospective doctors during their medical education has spawned the field of medical humanities. Building on the logic of the medical humanities, I propose an educational humanities to support the relational, emotional, and ethical bases of teaching practice. After a brief review of other attempts to bring the humanities into the preparation of educational professionals, I illustrate two main ways that such a field could contribute to teacher education, using poems as examples. Drawing on the way in which the medical humanities expand dominant discourses about medicine, I show how poems can highlight alternative narratives about students' experiences, particularly through the use of metaphor. Those alternatives may offer better foundations for fruitful and satisfying relationships between teachers and students. Second, I illustrate the use of poems as emotive case examples of ethical dilemmas of practice. I show how discussion of such poems offers a substantive, theoretically grounded approach to the teaching of values, rooted in recognition of the complexity of ethical decision-making in practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01