A Change of Perspective: Seeing through Children at the Front of the Classroom, to Seeing Children from the Back of the Classroom

Autor/in	Dixon, Kerryn
Titel	A Change of Perspective: Seeing through Children at the Front of the Classroom, to Seeing Children from the Back of the Classroom
Quelle	In: Studies in Philosophy and Education, 32 (2013) 3, S.273-284 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-012-9347-y
Schlagwörter	Foreign Countries; Student Teachers; Student Teaching; Classroom Observation Techniques; Classroom Research; Classroom Techniques; Knowledge Base for Teaching; Perspective Taking; Interpersonal Competence; Teacher Student Relationship; Learner Engagement; Aptitude Treatment Interaction; Emotional Intelligence; Preservice Teacher Education; Teacher Education Programs; Educational Philosophy + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Klassenführung; Teaching theory; Theory of teaching; Unterrichtstheorie; Zukunftsperspektive; Interpersonale Kompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Emotionale Intelligenz; Lehramtsstudiengang; Lehrerausbildung; Bildungsphilosophie; Erziehungsphilosophie
Abstract	This article considers a noted trend by teacher educators at a South African University where student teachers seem to have very little connection with children they teach on their teaching practicals. This lack of engagement and ability to see individual children that are being taught and respond to them is the focus of the paper. The paper considers how such a circumstance may come into being by looking at socio-historical practices in education through a Foucauldian lens using the notions of government and governmentality. Ways in which people were managed and dominant forms of knowledge and being are in tension with curricular shift that construct children as competent and able. It then proposes that within teacher education a shift of perspective is needed in enabling students to "look" at the children in their classrooms in a deeper, more engaged way. This draws from research methods that use observation as for researchers to understand participants through their eyes (Hatch A, "Doing qualitative research in education settings," State University of New York Press, Albany, 2002). Three examples are given from classroom observations as a way of exploring what close observations of children can teach us about children's needs and interests. The paper concludes with a general framework students might draw on that places children as the focus in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10