scholarly journals Affectfullness as the basis for the (re)formulation of the teacher´s professional identity

2020 ◽  
Vol 8 (2) ◽  
pp. 79-107
Author(s):  
Helga Loos-Sant'Ana ◽  
René Simonato Sant'Ana-Loos ◽  
Clésnia de Oliveira
Keyword(s):  
Professional Identity ◽  
Elementary School Teachers ◽  
Teaching And Learning ◽  
Teaching Profession ◽  
Human Beings ◽  
Way Of Life ◽  
Daily Work ◽  
Theoretical System ◽  
Self Development ◽  
Relevant Role

‘Affectfullness’ is called the way of life defended by Theoretical System of Affectfullness (TSA) in which the interactions we experience in the world can become rich and meaningful. Seen in these terms, it may be understood as a method that provides parameters for analyzing our experiences and investing in our full development as human beings. As of this approach, the teaching and learning activities should also be seen from a broader perspective, since they have a relevant role in the developmental path of our species. Therefore, it is argued that in scholastic institutions, the teacher – the person in charge of ‘teaching’- needs to experience opportunities and perspectives of self-development which happens through participation in healthy interactions and appropriate conditions to carry out their work of transmitting the input of knowledge produced by humanity from generation to generation. However, unfortunately we have noticed that a large number of elementary school teachers in Brazil do not perceive themselves inserted in a context full of development possibilities, both of themselves and of their own students. Teachers experience discomfort and anxieties, which in turn result in disenchantment with their teaching activities. This paper aims to explore, based on the literature researched, some of the difficulties lived by performing teachers which were organized in seven sections that indicate how the integrity of the ‘teaching profession’ has negatively been affected. Then, it promoted a dialogue with the Theoretical System of Affectfullness (TSA) in order to elicit reflections, which contribute to the teachers arouse an “affectively expanded look” on the dimension of their daily work and their professional identity, becoming able to positively affect their work environment and help modify this reality for better.

scholarly journals Professional orality as a special field of knowledge in teacher education – a position paper

2019 ◽  
Vol 13 (1) ◽  
pp. 111-132
Author(s):  
Anna-Lena Østern ◽  
Kristin Solli Schøien
Keyword(s):  
Transformative Learning ◽  
Teaching And Learning ◽  
Teaching Profession ◽  
Position Paper ◽  
Pedagogical Practice ◽  
Daily Work ◽  
Communication Practice ◽  
Decisive Importance ◽  
Communicative Practice ◽  
Ethics Teaching

An important part of teachers’ work constitutes being seen, heard and understood in communicative practice in encounters with pupils, colleagues and parents. This performative relational communication practice is a cross-disciplinary competence, which, independent of subject, is of great importance for the performance of pedagogical practice. The teaching profession is a phonic profession, and personal expression through language, voice, body, gaze and face is of decisive importance in a teacher’s daily work. In this position paper the elements of this competence are described. The authors identify and make visible how it can be trained, developed and learnt. They make an argument for professional orality (PO) as a transdisciplinary field of knowledge and compound competence in need of exploration and research. Based on a review of relevant research the authors outline three perspectives on teaching and research in the field of knowledge connected to PO: ethics, teaching and learning of PO with a performative and aesthetic approach, and adults’ transformative learning. The characteristics of training of PO are illustrated through development of a basic arts educational model. In the conclusion the challenges regarding developing a vocabulary for the teaching and learning of PO are presented, and the distinct areas in need of exploration and research are acknowledged.

scholarly journals Professional knowledge building in teacher education: some reflections based on Gur-Ze’ev

2019 ◽  
Vol 30 ◽  
Author(s):  
Alexandre Anselmo Guilherme ◽  
Valderez Marina do Rosário Lima ◽  
Rosana Maria Gessinger
Keyword(s):  
Teacher Education ◽  
Professional Identity ◽  
Teaching And Learning ◽  
Knowledge Building ◽  
Professional Knowledge ◽  
Teaching Profession ◽  
Learning Activities ◽  
Future Teachers ◽  
Undergraduate Teacher Education

Abstract This article critically discusses the topic of professional knowledge in teacher education through the lenses of Ilan Gur-Ze'ev's counter-education. It is based on a study investigating how professional knowledge building evolves through written reflections, examining the development of professional identity in the context of a course in an undergraduate teacher education course in Brazil. The research’s findings demonstrate that students gained an awareness of the potential that teaching and learning activities have for the development of concepts about the teaching profession, leading to the strengthening of their professional identity as future teachers and as what Gur-Ze'ev called 'improviser-teacher'.

scholarly journals Professional orality as a special field of knowledge in teacher education – a position paper

2019 ◽  
Vol 13 (1) ◽  
pp. 111-132
Author(s):  
Anna-Lena Østern ◽  
Kristin Solli Schøien
Keyword(s):  
Transformative Learning ◽  
Teaching And Learning ◽  
Teaching Profession ◽  
Position Paper ◽  
Pedagogical Practice ◽  
Daily Work ◽  
Communication Practice ◽  
Decisive Importance ◽  
Communicative Practice ◽  
Ethics Teaching

An important part of teachers’ work constitutes being seen, heard and understood in communicative practice in encounters with pupils, colleagues and parents. This performative relational communication practice is a cross-disciplinary competence, which, independent of subject, is of great importance for the performance of pedagogical practice. The teaching profession is a phonic profession, and personal expression through language, voice, body, gaze and face is of decisive importance in a teacher’s daily work. In this position paper the elements of this competence are described. The authors identify and make visible how it can be trained, developed and learnt. They make an argument for professional orality (PO) as a transdisciplinary field of knowledge and compound competence in need of exploration and research. Based on a review of relevant research the authors outline three perspectives on teaching and research in the field of knowledge connected to PO: ethics, teaching and learning of PO with a performative and aesthetic approach, and adults’ transformative learning. The characteristics of training of PO are illustrated through development of a basic arts educational model. In the conclusion the challenges regarding developing a vocabulary for the teaching and learning of PO are presented, and the distinct areas in need of exploration and research are acknowledged.

Pendidikan Islam Sebagai Way of Life; Refleksi Pencarian Spektrum Generasi Profetik

2019 ◽  
Vol 5 (2) ◽  
pp. 97-109
Author(s):  
Abd. Basid
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Logical Consequence ◽  
Educational Theory ◽  
Islamic Education ◽  
Empirical Knowledge ◽  
Human Beings ◽  
Way Of Life ◽  
The West ◽  
Physical Reason

Islam with its teachings from the Qur’an and the Hadith which are enriched by interpreters and takwil of the ulamas has shown clearly and highly to various problems found in education. Therefore we do not say wrongly that epistemologically, Islam has a unique concept of education, namely Islamic education. Islamic education as rational and empirical knowledge of Islamic education, outlines educational theory that can be applied in the activities of the teaching and learning process. Islamic teaching views humans as body, mind and heart. The view of Islam is different from the west who sees humans as mere bodies and minds. The logical consequence of this view is that the curriculum, methods and other components do not pay attention to just one aspect. Physical, reason and conscience have the same place in Islamic education. And only as Islamic teachings have guided humans to become whole human beings, including also about how the concept and orientation of education in Islam. Keywords: Islamic education as a way of life

scholarly journals Teachers’ Workload: Evidence and Ambiguity on Professional Identity

2014 ◽  
Vol 7 (1) ◽  
pp. 172-182
Author(s):  
Miguel F. Coelho ◽  
Rui M. Gomes
Keyword(s):  
Professional Identity ◽  
Empirical Studies ◽  
Secondary Level ◽  
Teaching Profession ◽  
State Control ◽  
Work Time ◽  
Daily Work ◽  
Use Of Time ◽  
Multiple Case ◽  
Multiple Case Studies

Understanding changes in the teaching profession as means of State control implies the hypothesis of teachers’ identity reconfiguration. The use of time may be viewed as a powerful tool in rebuilding teachers’ identity as well as an important element in the process of developing professional identity. This study aims at describing and analyzing secondary level teachers’ actual workload, and it relies on the empirical data available concerning different national contexts, and on a description of the teachers’ work composition. This description was obtained through enquiries about the daily work of teachers from different subjects. The methodology used focused on multiple case studies, and the inquiries were conducted in two Portuguese secondary schools. The main results of these inquiries show the teachers’ overwork, and a significant dispersion through several types of tasks. Another important result shows that the available institutional data needs to be read along with the empirical studies conducted, for the latter reveal that teaching can no longer be considered a soft profession, particularly due to the workload and the need to develop very different but simultaneous skills. The increased control of the State over schools and teachers, and the increment of a wider set of tasks regarding school bureaucracy, organization and projects represent a significant percentage of the teachers’ work time.

Moral Formation in Christ, the Beautiful Beloved

2017 ◽  
Author(s):  
Sarah Stewart-Kroeker
Keyword(s):  
Holy Spirit ◽  
Human Beings ◽  
Moral Formation ◽  
Way Of Life ◽  
The Holy Spirit ◽  
In Christ ◽  
Loving Relationship ◽  
Falling In Love

Christ’s healing of humanity consists, crucially, in forming human beings for loving relationship with himself and others. In this respect, Christ also takes the role of the beautiful beloved. Believers become pilgrims by falling in love with the beautiful Christ by the initiative of the Holy Spirit, who cleanses their eyes to see him as beautiful and enkindles desire in their hearts. By desiring and loving the beautiful Christ, the believer is conformed to him and learns to walk his path. Desiring the beautiful Christ forms a believing community shaped aesthetically and morally for a particular way of life: pilgrimage to the heavenly homeland. Formation is both earthly and eschatological, for so too is the journey and the activity of the pilgrim.

scholarly journals Attitudes of nursing faculty members toward technology and e-learning in Lebanon

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Rona Nsouli ◽  
Dimitrios Vlachopoulos
Keyword(s):  
Nursing Education ◽  
Nursing Faculty ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Teaching Staff ◽  
Research Approach ◽  
Daily Work ◽  
Nursing Curricula ◽  
Positive Attitudes ◽  
Nursing Faculty Members

Abstract Background Our transition to an “information society” means that Information and Communication Technology (ICT) has become integral to our lives. ICT has also become an essential aspect of medical institutions and healthcare settings. Healthcare professionals, especially nurses are required to use ICT in their daily work. In Lebanon, however, due to political factors, many universities have not introduced technology or any form of ICT in their curricula. Institutions of higher education do use technology in various ways, however, successful incorporation of ICT in education requires acceptance by instructors who are expected to use ICT in teaching practices. Although international findings reveal that ICT should be used in nursing education, some faculty members experience difficulty integrating it. Method A mixed methodological research approach was used to investigate the attitudes of nursing teaching staff toward the use of ICT in nursing education. Results Our findings revealed three categories of faculty with differing attitudes to the use of ICT in teaching and learning: pioneers, faculty members who have developed positive attitudes toward ICT usage; followers, faculty members with neutral attitudes; and resisters, faculty members with negative attitudes. Conclusions Identification of the nursing faculty members’ attitude toward ICT and the challenges faced by them contributes to the integration of ICT into nursing curricula and further development of educational practices.

scholarly journals A CONSTRUÇÃO DAS IDENTIDADES DOS PROFISSIONAIS DA EDUCAÇÃO

2018 ◽  
Vol 15 (Especial 2) ◽  
pp. 15-21
Author(s):  
Alberto Albuquerque Gomes
Keyword(s):  
Professional Identity ◽  
Identity Crisis ◽  
Teaching Profession ◽  
Doctoral Training ◽  
Initial Training ◽  
Professional Identities ◽  
Initial Formation ◽  
Rapid Process ◽  
The World

This article results from reflections during my post-doctoral training at the Lusophone University of Humanities and Technology, in Lisbon. I was intrigued that mechanisms or factors were decisive / decisive in the construction of the identity of the teaching profession. Here I present a small cut considering aspects related to the construction of professional identities. Among the questions that emerged from our reflection: what can be enumerated: 1. The enormous dispersion of courses and initial training is an important component, although it is not enough to explain the panorama of the identity crisis of teachers; 2. The low quality of the initial formation can attribute this inconsistency of the professional identity; 3. The indefinition of a field and an object of pedagogy contributes to this fragility; 4. We are faced with a rapid process of resizing the world of work where functions and roles undergo rapid transformations, characterizing the professions without the constitution of new identities

scholarly journals Pedagogical model of the formation of readiness for creative self-development of future primary school teachers

2021 ◽  
Author(s):  
А.А. Хафизова
Keyword(s):  
Primary School ◽  
New Technologies ◽  
Teaching Profession ◽  
Teaching Staff ◽  
School Teachers ◽  
Pedagogical Model ◽  
Primary School Teachers ◽  
Dynamic Transformation ◽  
Self Development ◽  
Creative Self

Актуальность статьи обусловлена тем, что образовательное пространство современности подвластна динамичной трансформации, которая предписывает постоянную эволюцию образовательной системы. Разрабатываются и апробируются новые технологии, применяются новейшие средства и формы обучения, в процесс обучения внедряется цифровая образовательная среда. В таких условиях представляется важным обратить особое внимание на подготовку педагогических кадров. В статье представлена авторская педагогическая модель формирования готовности к творческому саморазвитию будущих учителей начальных классов. Для прогрессии компонентов творческого саморазвития будущих учителей начальной школы использовались практические задания с творческим уклоном и творческие упражнения. Проанализированы и интерпретированы результаты исследования по эффективности педагогической модели формирования готовности к творческому саморазвитию будущих учителей начальных классов. Творческая направленность педагогической профессии требует подготовки будущих учителей начальных классов, способных к творческому саморазвитию. The relevance of the article is caused by the fact that the educational space of our time is subject to dynamic transformation, which prescribes the constant evolution of the educational system. New technologies are being developed and tested, the newest means and forms of education are used, a digital educational environment is being introduced into the learning process. In such conditions, it seems important to pay special attention to the training of teaching staff. The article presents the author's pedagogical model of the formation of readiness for creative self-development of future primary school teachers. For the progression of the components of creative self-development of future primary school teachers, practical tasks with a creative bias and creative exercises were used. Analyzed and interpreted the results of research on the effectiveness of the pedagogical model of formation of readiness for creative self-development of future primary school teachers. The creative orientation of the teaching profession requires the preparation of future primary school teachers capable of creative self-development.

scholarly journals Does the Students’ Preferred Pedagogy Relate to their Ethnicity : UK and Asian Experience

2016 ◽  
Vol 6 (1) ◽  
pp. 21-27
Author(s):  
Junko Winch
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Teaching Profession ◽  
Teaching Approaches ◽  
Educational Culture ◽  
Learning Practices ◽  
Multicultural Students ◽  
Culture Of Teaching ◽  
Academic Year

Abstract An increasing number of international students, whose culture of teaching and learning practices are very different from UK students, are studying at British universities. This study investigates multicultural students’ preferences using two different teaching approaches in the 2009/2010 academic year, which is explained in the framework of this study. The study sample was two groups, a total of 34 students who were studying Japanese as a non-credited module. Quantitative and qualitative data was collected using questionnaires. The results showed that students’ preferences in teaching and learning appeared to be altered and influenced by the British educational culture regardless of students’ previous educational culture. In addition, the sample participants’ preference of teaching and learning are categorised into three types based on the framework of the study. Those who are in the teaching profession in a multicultural learning environment are encouraged to take consideration of students’ previous educational culture. It is suggested to incorporate teaching and learning practices from non-Anglophone countries to the Anglophone originated teaching approach to capture different preferences of multicultural students, reflecting global international characteristics of teaching and learning environments.

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