Teachers' professional concern for the other
2006 (English)Conference paper (Refereed)
This paper explores teacher professionality as grounded in concern for the other. Discourses on learning have put an increased emphasis on the individual learner as well as the learning of pre-determined content entailing a decrease in attention to the role education plays in society. Along with the separation of instruction and pedagogy into two segregated categories, this has affected the possibilities to discuss central qualities of teacher professionality relating to action, complexity, judgement and relations in education. Presenting a pilot study I will try to visualize how a teacher works with the parents of her students in order to create relations of confidence where two of the aims are to create a positive base for what school has to offer as well as a community of well-informed, confident parents. I will in my analysis point to arguments in a case for viewing teacher professionality as closely tied to action, complexity, judgement and relations and for professionality in teaching as reaching beyond making students reach pre-determined output in the most efficient way.
Place, publisher, year, edition, pages
democracy, teacher judgement, teacher professionality, concern
Research subject Education
IdentifiersURN: urn:nbn:se:uu:diva-23676OAI: oai:DiVA.org:uu-23676DiVA: diva2:51450