Learning to Teach: A Focus on the Personal Rather than the Technical Aspects of Teacher Education

Autor/in	Douglas, Alaster Scott
Titel	Learning to Teach: A Focus on the Personal Rather than the Technical Aspects of Teacher Education
Quelle	In: Teacher Education Advancement Network Journal, 11 (2019) 1, S.71-83 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2054-5266
Schlagwörter	Foreign Countries; Teacher Education Programs; Preservice Teacher Education; Educational Philosophy; Teacher Educators; Practicums; Experiential Learning; Program Effectiveness; Secondary School Teachers; Preservice Teachers; Teaching (Occupation); Teacher Attitudes; Readiness; Anxiety; Student Attitudes; Student Teaching; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Bildungsphilosophie; Erziehungsphilosophie; Teacher education; Education; Lehrerbildung; Practicum; Praktikum; Praktika; Experiental learning; Erfahrungsorientiertes Lernen; Teaching; Lehrberuf; Lehrerverhalten; Angst; Schülerverhalten; Teaching practice; Unterrichtspraxis
Abstract	This study compares interview data from four pre-service teachers who took part in an ethnographic study in 2006 whilst on their teacher education course and then were interviewed again in 2015 about their subsequent careers. Their conceptualisations of knowing and of becoming a teacher are explored in order to comment on the process of learning to teach. The article uses concepts from Heidegger's philosophical enquiry into Being (readiness-to-hand and authenticity) to comment on the longitudinal data analysis. Viewing the interview data through a Heideggerian lens in order to consider the experience of teachers enhances an appreciation of the learning process and helps the researcher see respondents as subjects beyond the fieldwork. Heidegger's ideas are forwarded as a way for pre-service teachers themselves to consider their own conceptualisations of knowing and becoming so as to recognise and understand what it means to be a teacher. This approach to preservice teacher education is considered in relation to current research on teacher education and the concerning rate of teacher attrition. With many teacher education systems increasingly focusing on the technical and measurable aspects of teachers' work the paper promotes a need for opportunities to enquire into and develop the personal, philosophical and theoretical perspectives of teacher education. (As Provided).
Anmerkungen	University of Cumbria. LED Research Centre, Fusehill Street, Carlisle, Cumbria, England CA1 2HH. Tel: +44-1228-616338; Web site: http://ojs.cumbria.ac.uk/index.php/TEAN
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01