Desire for Recognition and Recognition of Desire: A Theoretical Account of the Influence of Student Teacher Fantasy on Self-Efficacy

Autor/in	Gardiner, Robert
Titel	Desire for Recognition and Recognition of Desire: A Theoretical Account of the Influence of Student Teacher Fantasy on Self-Efficacy
Quelle	In: Action, Criticism, and Theory for Music Education, 19 (2020) 1, S.54-80 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1545-4517
Schlagwörter	Teacher Burnout; Accountability; Music Teachers; Self Efficacy; Student Teachers; Music Education; Fantasy; Intervention; Professional Recognition; Foreign Countries; Teacher Education Programs; Teacher Persistence; Student Teacher Attitudes; Standards; Teacher Qualifications; Teacher Educators; Faculty Mobility; United Kingdom (England) + Suchen Sie Ihr Suchwort? Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Verantwortung; Music; Musiklehrer; Self-efficacy; Selbstwirksamkeit; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Musikerziehung; Fantasie; Ausland; Standard; Lehrqualifikation; Teacher education; Education; Lehrerausbildung; Lehrerbildung
Abstract	In the face of increasing teacher burnout, in this paper I explore the theoretical implications of political accountability measures on student music teacher self-efficacy in England. I propose a necessary shift from institutional priorities to weaker personal aspirations as a route towards more sustainable teaching. Through reflecting on my own professional practice, I highlight distinctions between teachers' individual aspirations and professional action but propose that teachers themselves are somewhat complicit in this disparity. This assertion draws on a Žižekian conceptualization whereby actions aim to appease a fantasy of how the subject perceives they appear to others. For student teachers, I suggest that the attempt to appease their multiple influential figures effectively self-silences personal aspirations; however, given the multifaceted priorities of these influential persons, I argue this appeasement entails a perpetually unfulfilling endeavour. Rather, I call for an intervention which highlights that this desire to appease others and be recognised as proficient is personally sustained, and thus malleable, in order to encourage student teachers to nurture more individually fulfilling and sustainable professional practice. (As Provided).
Anmerkungen	MayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site: http://act.maydaygroup.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01