Abstracts
Abstract
This article makes the case that a teacher’s personal qualities should be considered to be of great importance to being a teacher and that pre- and inservice teacher education has a social responsibility mandate. Developing personal qualities in teacher education is an important way in which teacher education can address its social responsibility mandate and, conversely, this mandate can provide the perspective from which the value of teacher’s personal qualities for teaching can be judged. Finally, the article discusses the role of reflective thinking and reflective practice in addressing the social responsibility mandate of teacher education and identifies characteristics of reflective practices that seem particularly suitable for developing a teacher’s personal qualities relevant for addressing the social responsibility mandate of teacher education.
Keywords:
- reflection in teacher education,
- social responsibility in teacher education,
- personal qualities in teacher education
Résumé
Cet article fait état des qualités personnelles de l’enseignant qui doivent être considérées comme d’une grande importance pour être un enseignant et que l’éducation initiale des enseignants et la formation continue a un mandat de responsabilité sociale. Le développement de qualités personnelles dans la formation des enseignants est un moyen important par lequel la formation des enseignants peut s’acquitter de son mandat de responsabilité sociale et, inversement, ce mandat peut fournir la perspective selon laquelle la valeur des qualités personnelles de l’enseignant pour l’enseignement peut être jugé. Enfin, l’article examine le rôle de la réflexivité et de la pratique réflexive à travers ce mandat de responsabilité sociale de la formation des enseignants et identifie les caractéristiques des pratiques réflexives qui semblent particulièrement appropriées pour le développement des qualités personnelles de l’enseignant pertinents pour atteindre les objectifs de ce mandat de responsabilité sociale de la formation des enseignants.
Mots-clés :
- formation des enseignants,
- qualités personnelles,
- réflexivité,
- responsabilité sociale
Appendices
Bibliography
- Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27, 308-319.
- Arnstine, B. (1990). Rational and caring teachers: Reconstructing teacher preparation. Teacher College Record 92 (2), 230-247.
- Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189.
- Bransford, J., Darling-Hammond, L, & LePage, P. (2005). Introduction. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 1-39). San Francisco: Jossey-Bass.
- Brentano, F. (1973). Psychology from an empirical standpoint (A. C. Rancurello, D. B. Terrell, & L. L. McAllister, Trans.). New York: Humanities Press. (First published 1874)
- Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.
- Buber, M. (1965). Education. In M. Buber, Between man and man (pp. 83-103). New York: Macmillan.
- Carter, K., & Doyle, W. (1996). Personal narrative and life history in learning to teach. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education: A project of the Association of Teacher Educators (2nd ed., pp. 120-142). New York: Simon & Schuster Macmillan.
- Cochran-Smith, M, & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. New York: Teachers College Press.
- Combs, A. W., Blume, R. A., Newman, A. J., & Wass, H. L. (1974). The professional education of teachers: A humanistic approach to teacher preparation. Boston, MA: Allyn & Bacon.
- Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey-Bass.
- Dewey, J. (1997). How we think. Mineola, NY: Dover Publications. (First published 1910)
- Doyle, W., & Carter, K. (2003). Narrative and learning to teach: Implications for teacher-education curriculum. Journal of Curriculum Studies 35 (2), 129-137.
- Falkenberg, T. (2006). Caring and human agency: Foundations of an approach to teacher education. Unpublished doctoral thesis, Faculty of Education, Simon Fraser University. http://ir.lib.sfu.ca/handle/1892/3769
- Falkenberg, T. (2009). Philosophy as a way of caring in teacher education. Asian Journal of Educational Research and Synergy, 1(1), 15-30.
- Falkenberg, T. (2012). Teaching as contemplative professional practice. Paideusis, 20(2), 25-35.
- Fenstermacher, G. D. (1990). Some moral considerations on teaching as a profession. In J. I. Goodlad, R. Soder & K. A. Sirotnik (Eds.), The moral dimensions of teaching (pp. 130-151). San Francisco: Jossey-Bass.
- Frankl, V. E. (2006). Man’s search for meaning. Boston, MA: Beacon Press.
- Gadamer, H.-G. (2003). Truth and method (2nd rev. ed.). New York: Continuum. (Original published 1960)
- Goldstein, L. S. (2002). Reclaiming caring in teaching and teacher education. New York: Peter Lang.
- Grimmett, P. P., & Erickson, G. L. (1988). Reflection in teacher education> New York: Teachers College Press.
- Hansen, D. T. (Ed.). (2007). Ethical visions of education: Philosophies in practice. New York: Teachers College Press.
- Husserl, E. (1975). The Paris lectures (P. Koestenbaum, Trans.; 2nd ed.). The Hague: Nijhoff.
- Jucker, R. (2002). Our common illiteracy: Education as if the earth and people mattered. Frankfurt am Main: Peter Lang.
- Kelly, T. (2009). Sustainability as an organizing principle for higher education. In J. Aber, T. Kelly, & B. Mallory (Eds), The sustainable learning community: One university’s journey to the future (pp. 1-53). Durham, NH: University of New Hampshire Press.
- Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, 77-97.
- Lamote, C., & Engels, N. (2010). The development of student teachers’ professional identity. European Journal of Teacher Education, 33(1), 3-18.
- Lickona, T. (1991). Moral development in the elementary school classroom. In W.M. Kurtines & J.L. Gewirtz (Eds.), Handbook of moral behavior and development. Vol. 3: Application (pp. 143-161). Hillsdale, NJ: Erlbaum Associates.
- Lickona, T. (1996). Eleven principles of effective character education. Journal of Moral Education 25(1), 93-100.
- Lickona, T. (1997). Educating for character: A comprehensive approach. In A. Molnar (Ed.), The construction of children’s character: Ninety-sixth Yearbook of the Notional Society for the Study of Education, Part II (pp. 45-62). Chicago, Il: The National Society for the Study of Education.
- Liston, D. P., & Zeichner, K. M. (1991). Teacher education and the social conditions of schooling. New York: Routledge.
- Loughran, J. (2010). What expert teachers do: Enhancing professional knowledge for classroom practice. London: Routledge.
- Maslow, A. H. (1976). The farther reaches of human nature. New York: Penguin Books.
- Mason, J. (2002). Researching your own practice: The discipline of noticing. London: Routledge.
- Miller, J. P. (2007). The holistic curriculum (2nd ed.). Toronto: University of Toronto Press.
- Miller, J. P. (2010). Whole child education. Toronto: University of Toronto Press.
- National Research Council (2000). How people learn: Brain, mind, experience, and school (exp. ed.). Washington, DC: National Academy Press.
- Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. Berkley: University of California Press.
- Noddings, N. (1986). Fidelity in teaching, teacher education, and research for teaching. Harvard Educational Review 56 (4), 496-510.
- Noddings, N. (1992). The challenge to care in schools: An alternative approach to education. New York: Teachers College Press.
- Noddings, N. (2002). Educating moral people: A caring alternative to character education. New York: Teachers College Press.
- Orr, D. W. (1994). What is education for? In D. W. Orr, Earth in mind: On education, environment, and the human prospect. Washington, DC: Island Press.
- Ottesen, E. (2007). Reflection in teacher education. Reflective practice, 8(1), 31-46.
- Palmer, P. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco: Jossey-Bass.
- Peritz, I., & Howlett, K. (2011, November 30). Bullying’s rising toll of suicides has political leaders taking action. The Globe and Mail. Retrieved from http:www.theglobeandmail.com
- Rogers, C. R. (1980). A way of being. Boston, MA: Houghton Mifflin.
- Rogers, D., & Webb, J. (1991). The ethic of caring in teacher education. Journal of Teacher Education 42(3), 173-181.
- Russell, T. (2006). Can reflective practice be taught? Reflective Practice, 6(2), 199-204.
- Ryan, K. (1987). The moral education of teachers. In K. Ryan & G. F. McLean (Eds.), Character development in schools and beyond (pp. 358-379). New York: Praeger.
- Ryan, K. (1989). In defense of character education. In L. P. Nucci (Ed.), Moral development and character education: A dialogue (pp. 3-17). Berkley, CA: McCutchan.
- Ryan, K., & Lickona, T. (1987). Character development: The challenge and the model. In K. Ryan & G. F. McLean (Eds.), Character development in schools and beyond (pp. 3-35). New York: Praeger.
- Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
- Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
- Schön, D. A., & Rein, M. (1994). Frame reflection: Toward the resolution of intractable policy controversies. New York: Basic Books.
- Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychology, 55(1), 5-14.
- Smyth, J. (1989). Developing and sustaining critical reflection in teacher education. Journal of Teacher Education, 40(2), 2-9.
- Smyth, J. (1993). Reflective practice in teacher education. Australian Journal of Teacher Education, 18(1), Article 2.
- Sockett, H. (2008). The moral and epistemic purposes of teacher education. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed.; 45-65). New York: Routledge.
- Tickle, L. (1999). Teacher self-appraisal and appraisal of self. In R. P. Lipka, & T. M. Brinthaupt (Eds.), The role of self in teacher development (pp. 121-141). Albany: State University of New York Press.
- van Manen, M. (1991a). The tact of teaching: The meaning of pedagogical thoughtfulness. London, Ontario: The Althouse Press.
- van Manen, M. (1991b). Reflectivity and the pedagogical moment: The normativity of pedagogical thinking and acting. Journal of Curriculum Studies, 23 (6), 507-536.
- Wynne, E. A. (1989). Transmitting traditional values in contemporary schools. In L. P. Nucci (Ed.), Moral development and character education: A dialogue (pp. 19-36). Berkley, CA: McCutchan.
- Wynne, E. A. (1997). For-character education. In A. Molnar (Ed.), The construction of children’s character: Ninety-sixth yearbook of the National Society for the Study of Education (pp. 63-76). Chicago: The National Society for the Study of Education.
- Yalom, I. D. (1998). The Yalom reader: Selections from the work of a master therapist and storyteller (B. Yalom, Ed.). New York: Basic Books.
- Zeichner, K. M. (1995). Reflections of a teacher educator working for social change. In T. Russell & F. Korthagen (Eds.), Teachers who teach teachers: Reflections on teacher education (pp. 11-24). London: Falmer Press.
- Zeichner, K. M., & Liston, D. P. (1987). Teaching student teachers to reflect. Harvard Educational Review, 57(1), 23-48.
- Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction. Mahwah, NJ: Erlbaum.
- Zeichner, K. M., & Tabachnick, B. R. (1991). Reflections on reflective teaching. In B. R. Tabachnick & K. M. Zeichner (Eds.), Issues and practices in inquiry-oriented teacher education (pp. 1-21). London: The Falmer Press.