Year:

  1.  2
    Being and Becoming Woke in Teacher Education.Timothy Babulski - 2020 - Phenomenology and Practice 14 (1):73-88.
    The role education plays in society has been contested in the United States since the inception of public education. Historically this contention has produced a delicate balance between promoting the social justice concerns of educating democratic citizens and the disciplinary concerns of individual intellectual development. Teacher preparation programs in American normal schools, colleges, and universities have traditionally struck a similar balance between theory and practice. In the past several decades, however, the rise of neoliberalism in American politics has shifted the (...)
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  2.  3
    Developing Sensitive Sense and Sensible Sensibility in Pedagogical Work: Professional Development Through Reflection on Emotional Experiences.Anna-Carin Bredmar - 2020 - Phenomenology and Practice 14 (1):57-72.
    The increased influence of neoliberalism in education has allowed the trend of evidence-based teaching to dominate professional development in many Western countries. Despite increased and persistent neoliberal measures in education, education critics argue that neoliberal reforms have a naive view of teaching. This narrowed neoliberal view both ignores the complexities involved in the everyday interaction between teacher and student and constrains the teacher’s judgement thereby limiting their contribution in the educational process. Many educators will note the significance of reflection in (...)
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  3.  4
    Professional Ethics as Experienced by Student Teachers: A Neoliberal View.Marita Cronqvist - 2020 - Phenomenology and Practice 14 (1):89-104.
    Student teachers’ experiences of professional ethics, as lived practice, need to be visualized and verbalized to support their ability to develop an ethical practice. The aim of this article is to discuss the lived experiences of professional ethics from beginning teachers’ internship, based on a phenomenological study. Some of the essential meanings are interpreted in relation to the tension between responsibility and accountability that is emerging from neoliberal influences in teacher education. Inspired by Reflective Life World Research, interviews were conducted (...)
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  4.  1
    Being and Becoming a Teacher in Neoliberal Times.Andrew Foran & Magnus Levinsson - 2020 - Phenomenology and Practice 14 (1):1-6.
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  5.  3
    Pedagogy: A Teacher’s Practice.Andrew Foran, Dan Robinson, Margareth Eilifsen, Elizabeth Munro & Tess Thurber - 2020 - Phenomenology and Practice 14 (1):39-56.
    Neoliberal assaults upon public education have been grounded upon the supposition that schools are failing to prepare students to respond to local and global economic needs and realities. The result has left the relational between pupils and teachers as a taken-for-granted practice. Lived experiences often can show and capture the unexpressed in taken for granted moments. This discussion presents teaching as relational moments, shared between beginning teachers and pupils. We employ a phenomenological sensitivity as we unravel the anecdotal evidence to (...)
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  6.  3
    Student Teachers’ Storytelling: Countering Neoliberalism in Education.Ola Henricsson - 2020 - Phenomenology and Practice 14 (1):24-38.
    Everyday teaching involves emotional and relational irrationalities, and these aspects of pedagogical sensitivity and sense are critical for beginning teachers as they develop their practice. The complex elements of what it means to teach are often impossible to grasp from an instrumental approach to teacher education, which emphasizes subject matter knowledge and practical behavioral know-how. Increased educational standardisation and a new teacher training paradigm in Sweden have resulted in positioning future teachers as responsible only for communicating official school knowledge and (...)
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  7.  2
    Teacher Educators in Neoliberal Times: A Phenomenological Self-Study.Magnus Levinsson, Anita Norlund & Dennis Beach - 2020 - Phenomenology and Practice 14 (1):7-23.
    In Sweden, and most Western countries, pervasive neoliberal policies have dramatically transformed the entire education sector in a matter of decades. As teacher educators, we have experienced how neoliberal currents have pushed Swedish teacher education towards a teacher training paradigm which may risk undermining the foundations for professional judgement. Moreover, the Bologna Process and the introduction of New Public Management have had significant consequences for what it means to be a teacher educator. In this study, we present our everyday experiences (...)
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  8.  2
    Pedagogic Being in a Neoliberal School Market: Developing Pedagogical Tact Through Lived Experience.Ilona Rinne - 2020 - Phenomenology and Practice 14 (1):105-117.
    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 (...)
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  9.  3
    Does Gert Biesta’s Book, The Rediscovery of Teaching, Matter to Education?Tone Saevi - 2020 - Phenomenology and Practice 14 (1):130-140.
    Gert J.J. Biesta 2017 New York and London: Routledge 111 pages / 5 chapters + prologue / epilogue / index.
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  10.  3
    Pedagogy and Neoliberalism.Trond Sandvik - 2020 - Phenomenology and Practice 14 (1):118-129.
    Reflections on an Interview with Jan Masschelein.
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