David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Educational Philosophy and Theory 44 (2):196-211 (2012)
This paper extends the dialogue of educational philosophy to the experience of beginners entering the teaching profession. Rather than impose the ideas of any specific philosopher or theorist, or indeed official standard, the exploration presented here owes its origins to phenomenology and the use of grounded theory. Working from a narrative data base and focussing on the knowing of name in the first instance, the authors develop their emergent ideas on self and identity in relation to children taught, through connection to a wider literature that includes reference to Giddens, Illeris, Deleuze and Heidegger, for example. The paper is thus also an exercise in suggesting that research on practice by academics working in professional education, who are non-philosophers, can lead to constructive and relevant engagement with philosophy in developing theory from and about about practice, even though the approach, in the initial stages, may well be serendipitous and eclectic in nature.
|Keywords||relational grounded theory children ontology identity new teacher|
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References found in this work BETA
Bent Flyvbjerg (2001). Making Social Science Matter: Why Social Inquiry Fails and How It Can Succeed Again. Cambridge University Press.
Matthew Clarke (2009). The Ethico-Politics of Teacher Identity. Educational Philosophy and Theory 41 (2):185-200.
Geoffrey Hinchliffe (2004). Work and Human Flourishing. Educational Philosophy and Theory 36 (5):535–547.
Patricia White (1990). Friendship and Education. Journal of Philosophy of Education 24 (1):81–92.
Edward R. Howe (2006). Exemplary Teacher Induction: An International Review. Educational Philosophy and Theory 38 (3):287–297.
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