The Happiness of Teaching (as Eudaimonia): Disciplinary Knowledge and the Threat of Performativity

Autor/inn/en	Bullough, Robert V., Jr.; Pinnegar, Stefinee
Titel	The Happiness of Teaching (as Eudaimonia): Disciplinary Knowledge and the Threat of Performativity
Quelle	In: Teachers and Teaching: Theory and Practice, 15 (2009) 2, S.241-256 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
Schlagwörter	Teaching (Occupation); Psychological Patterns; Well Being; Intellectual Disciplines; Knowledge Base for Teaching; Affective Behavior; Educational Philosophy; Teacher Education; Teacher Educators + Suchen Sie Ihr Suchwort? Teaching; Lehrberuf; Well-being; Wellness; Wohlbefinden; Geisteswissenschaften; Teaching theory; Theory of teaching; Unterrichtstheorie; Affective disturbance; Active behaviour; Affektive Störung; Bildungsphilosophie; Erziehungsphilosophie; Lehrerausbildung; Lehrerbildung; Teacher education; Education
Abstract	In this article the authors explore and critique education and teacher education as disciplines against the backdrop of teaching as a form of human flourishing connected to the virtue of eudaimonia, a kind of happiness. Their concern is with flourishing as a human being who teaches and in teaching expresses and moves toward fulfilling his or her essence or goodness. Questions are raised about how the quest for disciplinary status may negatively affect teacher well-being by narrowing and flattening what it is teachers do when teaching, thus undermining the very reasons why teachers choose to teach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10