RECLAIMING AGENCY AND APPRECIATING LIMITS IN TEACHER EDUCATION: EXISTENTIAL, ETHICAL, AND PSYCHOANALYTICAL READINGS
RECLAIMING AGENCY AND APPRECIATING LIMITS IN TEACHER EDUCATION: EXISTENTIAL, ETHICAL, AND PSYCHOANALYTICAL READINGS
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收回教师教育的能动性并认识到其局限性：存在主义、伦理学和精神分析读物
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
D. R. Hansen
中科院分区：
文献类型：
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作者：
Anne M. Phelan;D. R. Hansen
教师教育的一个基本前提是教师能动性的价值，即教师对自己的知识、信仰、判断和人际关系负责的能力。鉴于对西方现代性的批评，特别是在理性自治主体的存在、历史的抹除和语言的不透明性方面，教师教育工作者如何才能维持对能动性的承诺？借鉴存在主义、伦理学和精神分析，我们讨论了三个实践小插曲，以说明我们所说的教师教育领域内能动性的“奇特复杂性”。我们认为，承认教师能动性的局限性可能是实习教师和教师教育工作者的道德洞察力、教育机会和政治阻力的源泉。
A basic premise of teacher education is the value of teacher agency, that is, the teacher’s capacity to take responsibility for one’s knowledge, beliefs, judgements, and relationships. How can teacher educators sustain a commitment to agency in light of critiques of western modernity, specifically in relation to the existence of a rational autonomous subject, the erasure of history, and the opacity of language? Drawing on existentialism, ethics, and psychoanalysis, we discuss three practicum vignettes to illustrate what we are calling “the chiastic complexity” of agency within the field of teacher education. We argue that admission of the limits of teacher agency may be the source of ethical insight, educational opportunity, and political resistance for student teachers and teacher educators.
影响因子：
2.8
作者：
Courtney S
通讯作者：
Courtney S