A Foucauldian Ethics of Positivity in Initial Teacher Education

Autor/inn/en	Karnovsky, S.; Gobby, B.; O'Brien, P.
Titel	A Foucauldian Ethics of Positivity in Initial Teacher Education
Quelle	In: Educational Philosophy and Theory, 54 (2022) 14, S.2504-2519 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karnovsky, S.) ORCID (Gobby, B.) ORCID (O'Brien, P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2021.2016390
Schlagwörter	Ethics; Preservice Teacher Education; Educational Theories; Power Structure; Preservice Teachers; Self Control; Emotional Response; Longitudinal Studies; Self Concept; Metacognition; Professionalism; Educational Practices; Foreign Countries; Positive Attitudes; Teacher Student Relationship; Australia + Suchen Sie Ihr Suchwort? Ethik; Lehramtsstudiengang; Lehrerausbildung; Educational theory; Theory of education; Bildungstheorie; Selbstbeherrschung; Emotionales Verhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Selbstkonzept; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Professionalität; Bildungspraxis; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Australien
Abstract	This article explores ways pre-service teachers learn to work upon their positive emotional conduct during an initial teacher education course. The article argues that education practice today promotes the acting out of positive emotions, creating conditions within which pre-service teachers ethically shape their emotional conduct. Utilising Foucault's four-part ethical framework, the article draws on longitudinal research of pre-service teachers in Western Australia to analyse the crafting of emotional conduct through techniques of the self. The techniques the participants came to employ during their course learning aligned with a telos of the resourceful, positive, and professional teacher. The article argues that this ethical enterprise relies on a certain model of teacher subjectivity which is inseparably linked with normalising governmental power. Such disciplining of emotions, however, is neither one-dimensional nor deterministic; rather, work at the intersection of the government of others and of oneself. We argue this allows pre-service teachers the freedom to care for the self as they seek to foster their own ethical practices as teachers. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01