'I Feel Like Two Different Teachers': The Split Self of Teacher Subjectivity

Autor/in	Pierlejewski, Mandy
Titel	'I Feel Like Two Different Teachers': The Split Self of Teacher Subjectivity
Quelle	In: Pedagogy, Culture and Society, 31 (2023) 3, S.515-530 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2021.1924845
Schlagwörter	Time; Professional Identity; Preschool Teachers; Teacher Role; Teacher Student Relationship; Foreign Countries; Child Development; United Kingdom (England) + Suchen Sie Ihr Suchwort? Zeit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Kindesentwicklung
Abstract	In this paper, I use a debate between Albert Einstein and Henri Bergson about the nature of time as a heuristic tool to understand the nature of teacher subjectivity. This debate outlines notions of time as measurable and time as duration or flow. These two interpretations of reality, one from a physicist and one from a philosopher, are used to examine the bi-Discoursal nature of the teacher identity An ethnographic participatory action research project in a preschool class in England finds that teachers operate as both physicist and philosopher, sometimes simultaneously. At times, the teacher is a physicist, measuring the geometry of child development and comparing it to a fixed point of normative expectations. At other times, the teacher is a philosopher, existing in the moment with children. The simultaneous existence of these two identities is a cause of anguish, forming a conflicted and contested self. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01