RECLAIMING AGENCY AND APPRECIATING LIMITS IN TEACHER EDUCATION: EXISTENTIAL, ETHICAL, AND PSYCHOANALYTICAL READINGS

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 i...

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Published inMcGill journal of education Vol. 53; no. 1; pp. 128 - 145
Main Authors Phelan, Anne M., Hansen, Dion Rüsselbaek
Format Journal Article
LanguageEnglish
Published Montreal Faculty of Education, McGill University 01.01.2018
McGill Journal of Education
Subjects
Accountability
Beginning Teachers
Criticism
Education policy
Educational Opportunities
Educational Researchers
Ethics
Existentialism
Learning
Neoliberalism
Ontology
Philosophy
Political Attitudes
Practicums
Professional Autonomy
Psychiatry
Psychoanalysis
Standardized Tests
Student Teachers
Studies
Teacher Attitudes
Teacher Education
Teacher Educators
Teaching
Western Civilization
New York
Netherlands
United Kingdom > UK
United States > US
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Abstract 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.
AbstractList 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.
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. Un principe fondamental de la formation des enseignants est la valeur de l’agentivité de l’enseignant, c’est-à-dire, la capacité de l’enseignant d’assumer la responsabilité de sa connaissance, ses croyances et ses jugements, ainsi que de ses rapports éducatifs. Cependant, comment les formateurs d’enseignants peuvent-ils affirmer et soutenir un engagement aussi fondamental à l’égard de l’agentivité, compte tenu des critiques de la modernité occidentale, particulièrement par rapport à l’existence du sujet rationnel et autonome, l’effacement de l’histoire, et l’opacité de la langue? En s’appuyant sur les domaines de l’existentialisme, l’éthique, et la psychanalyse, nous analysons trois vignettes fondées sur les expériences d’un stage (practicum) pour illustrer ce que nous appelons « la complexité chiastique » de l’agentivité dans le domaine de la formation des enseignants. Pour cette raison, nous soutenons que la reconnaissance des limites de l’agentivité de l’enseignant peut être la source d’une perspicacité éthique, des possibilités d’éducation, et de la résistance politique non seulement des futurs enseignants, mais des formateurs des enseignants.
Audience Higher Education
Postsecondary Education
Author Phelan, Anne M.
Hansen, Dion Rüsselbaek
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StartPage 128
SubjectTerms Accountability
Beginning Teachers
Criticism
Education policy
Educational Opportunities
Educational Researchers
Ethics
Existentialism
Learning
Neoliberalism
Ontology
Philosophy
Political Attitudes
Practicums
Professional Autonomy
Psychiatry
Psychoanalysis
Standardized Tests
Student Teachers
Studies
Teacher Attitudes
Teacher Education
Teacher Educators
Teaching
Western Civilization
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