David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
Learn more about PhilPapers
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|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
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.
Citations of this work BETA
No citations found.
Similar books and articles
David Carr & Don Skinner (2009). The Cultural Roots of Professional Wisdom: Towards a Broader View of Teacher Expertise. Educational Philosophy and Theory 41 (2):141-154.
Nigel Tubbs (1996). Hegel's Educational Theory and Practice. British Journal of Educational Studies 44 (2):181 - 199.
F. N. J. Hibberd (1985). Must an Educator Be Sincere? Journal of Moral Education 14 (3):162-169.
F. N. J. Hibberd (1983). Must an Educator Be a Model? Journal of Moral Education 12 (3):182-186.
Alis Oancea & David Bridges (2009). Philosophy of Education in the UK: The Historical and Contemporary. Oxford Review of Education 35 (5):553-568.
Joanna Haynes & Karin Murris (2011). The Provocation of an Epistemological Shift in Teacher Education Through Philosophy with Children. Journal of Philosophy of Education 45 (2):285-303.
Dianne Mulcahy (2011). Assembling the 'Accomplished' Teacher: The Performativity and Politics of Professional Teaching Standards. Educational Philosophy and Theory 43 (5-6):94-113.
Angus Brook (2009). The Potentiality of Authenticity in Becoming a Teacher. Educational Philosophy and Theory 41 (1):46-59.
James Stillwaggon (2008). Performing for the Students: Teaching Identity and the Pedagogical Relationship. Journal of Philosophy of Education 42 (1):67-83.
Allan Blake (2012). Miss, What's My Name? New Teacher Identity as a Question of Reciprocal Ontological Security. Educational Philosophy and Theory 44 (2):196-211.
Added to index2010-08-11
Total downloads17 ( #268,506 of 1,941,073 )
Recent downloads (6 months)1 ( #458,098 of 1,941,073 )
How can I increase my downloads?