Phenomenology & Practice最新文献_第3页

Being and Becoming Woke in Teacher Education 教师教育中的存在与觉醒

IF 0.3

Phenomenology & Practice Pub Date : 2020-06-02 DOI: 10.29173/pandpr29399

Timothy Babulski

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引用次数: 5

Being and Becoming a Teacher in Neoliberal Times 新自由主义时代的教师

IF 0.3

Phenomenology & Practice Pub Date : 2020-06-02 DOI: 10.29173/pandpr29394

Andrew Foran, Magnus Levinsson

引用次数: 2

Student Teachers’ Storytelling: Countering Neoliberalism in Education 学生教师讲故事:反对教育中的新自由主义

IF 0.3

Phenomenology & Practice Pub Date : 2020-06-02 DOI: 10.29173/pandpr29396

Ola Henricsson

引用次数: 0

Pedagogic Being in a Neoliberal School Market: Developing Pedagogical Tact Through Lived Experience 新自由主义学校市场中的教师存在:通过生活经验发展教学策略

IF 0.3

Phenomenology & Practice Pub Date : 2020-06-02 DOI: 10.29173/pandpr29401

Ilona Rinne

{"title":"Pedagogic Being in a Neoliberal School Market: Developing Pedagogical Tact Through Lived Experience","authors":"Ilona Rinne","doi":"10.29173/pandpr29401","DOIUrl":"https://doi.org/10.29173/pandpr29401","url":null,"abstract":"Exploring teaching as an upper secondary school teacher through lived experience offers pedagogical insights that have been challenged over a period of 25 years, when neoliberal educational policies gradually transformed the conditions for teaching in Swedish schools. The article is grounded in the assumption that the teaching profession is complex and there are multiple tacit dimensions inherent in being and becoming a teacher. Several of these dimensions are captured by the notion of pedagogical tact and have to be learned through practice. However, over the past few decades, the implementation of neoliberal policies in the Swedish education sector have changed the conditions for teaching, and created an area of tension between the teacher’s pedagogical alignment and the educational practices influenced by neoliberal values. The aim of the study is to describe how the author experienced these tensions, and what they meant for her becoming and being a teacher in three different pedagogical sites: a higher education preparatory program, a vocational preparatory program, and in adult education. The description is grounded in the lifeworld phenomenological approach and carried out through personal narrative.","PeriodicalId":43858,"journal":{"name":"Phenomenology & Practice","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.29173/pandpr29401","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43078921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Professional Ethics as Experienced by Student Teachers: A Neoliberal View 新自由主义视野下的学生教师职业道德

IF 0.3

Phenomenology & Practice Pub Date : 2020-06-02 DOI: 10.29173/pandpr29400

M. Cronqvist

引用次数: 0

Phenomenology 现象学

IF 0.3

Phenomenology & Practice Pub Date : 2020-06-01 DOI: 10.4324/9781003047216

Walter Hopp