The Dialectics of Passion and Theory: Exploring The Relation Between Self-Study and Emotion*

  • Geert Kelchtermans
  • Mary Lynn Hamilton
Part of the Springer International Handbooks of Education book series (SIHE, volume 12)

Abstract

Initially this chapter focuses on three issues that emerge from our reading of the chapters in the Handbook’s second section. These issues include the relationship between the individual and the collective in the process and position of outcomes, the content of the knowledge produced, and the ways to, and the consequences for, that knowledge production. We consider the ways individual and collective aspects of self-study work merge and differentiate, the need for integrity and trustworthiness in this work, and strategies that allow expression in various forms. We explore the ways that professional knowledge relates to the pedagogy of teacher education and assert that understanding this pedagogy supports teacher educators in experiencing the satisfaction necessary to maintain the motivation and commitment they need to do their work. We argue that knowledge content needs to be broad and deep to complement the complexity and richness of teaching. We propose a framework that can be used to formulate, evaluate, and develop work in self-study. To do that we look beyond the technicist reductionism from the perspective of “knowing how to” toward a “being some-one who” perspective. We examine the moral dimension of knowledge that includes vulnerability in teaching, the integrity and trustworthiness necessary to do the work, and suggest the need for a language to address this dimension. We investigate the political dimension because the issues and dilemmas that simply appear to have moral ramifications may hide questions about power and interests. We suggest that we need to look at teacher knowledge more broadly and remember that relationships in educational settings are not without emotional currents and that emotions are a central part of teaching. We Offer ways to bring these dimensions together that will keep the passion in teaching and support the development of professional knowledge.

Keywords

Explosive Arena Phen Editing Doyle 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Apple, M. W., & Jungck, S. (1996). You don’t have to be a teacher to teach this unit: teaching, technology and control in the classroom. In A. Hargreaves & M. G. Fullan (Eds.), Understanding teacher development (Teacher development series) (pp. 20–42). London: Cassell.Google Scholar
  2. Argyris, C. (1985). Action science: Concepts, methods and skills for research and intervention. San Francisco: Jossey Bass.Google Scholar
  3. Arizona Group. (1995). Becoming teachers of teachers: The paths of four beginners. In T. Russell & F. Korthagen (Eds.), Teachers who teach teachers: Reflections on teacher education (pp. 44–55). London: Falmer Press.Google Scholar
  4. Arizona Group. (1997). Obligations to Unseen Children. In J. Loughran & T. Russell (Eds.), Teaching about Teaching (pp. 183–209). London/Washington, D.C.: Falmer Press.Google Scholar
  5. Arizona Group. (2000). Myths and Legends of Teacher Education Reform in the 1990s: A Collaborative Self-Study of Four Programs. In J. Loughran & T. Russell (Ed.), Exploring Myths and Legends of Teacher Education. The proceedings of the Third International Conference of the Self-Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, England (pp. 20–24). Kingston, Ontario: Queen’s University.Google Scholar
  6. Ball, S. (1994). Micropolitics of schools. In T. Huseén, & T. Postlethwaite (Eds.), The International Encyclopedia of Education (Second Edition, Volume 7) (pp. 3824–3826). Oxford: Pergamon.Google Scholar
  7. Ballet, K., & Kelchtermans, G. (2003, June). Teacher development in intensified working conditions. Paper presented at the Bi-Annual Conference of the International Study Association on Teachers and Teaching (ISATT), Leiden, The Netherlands.Google Scholar
  8. Beck, C., & Kosnik, C. (2002). Professors and the practicum: Involvement of university faculty in preservice practicum supervision. Journal of Teacher Education, 53(1), 6–14.CrossRefGoogle Scholar
  9. Berry, A., & Loughran, J. (2002). Developing an understanding of learning to teach in teacher education. In J. Loughran and T. Russell (Eds.), ImprOffing teacher education practices through self-study (pp. 13–30). London: Falmer Press.Google Scholar
  10. Blake, N., Smeyers, P., Smith, R., & Standish, P. (1998). Thinking again: Education after postmodernism. Westport-London: Bergin & Garvey.Google Scholar
  11. Blase, J. (1997). The micropolitics of teaching. In B. J. Biddle, T. Good, & I. Goodson (Eds.), International handbook of teachers and teaching (pp. 939–970). Dordrecht: Kluwer Academic Publishers.Google Scholar
  12. Boler, M. (1999). Feeling power. Emotions and education. London: Routledge.Google Scholar
  13. Brookhart, S., & Freeman, D. (1992). Characteristics of entering teacher candidates. Review of Educational Research 62(1), 37–60.Google Scholar
  14. Bullough, R. V. (1997). Practicing theory and theorizing practice in teacher education. In J. Loughran & T. Russell (Eds.), Teaching about teaching: Purpose, passion and pedagogy in teacher education (pp. 13–31). London: Falmer Press.Google Scholar
  15. Bullough, R. V., & Baughman, K. (1997). First year teacher eight years later: An inquiry into teacher development. New York: Teachers College Press.Google Scholar
  16. Carter, K., & Doyle, W. (1996). Personal narrative and life history in learning to teach. In J. Sikula, T. Buttery & E. Guyton (Eds.), Handbook of Research on Teacher Education (Second Edition) (pp.120–142). New York: Macmillan.Google Scholar
  17. Clandinin, D. J., & Connelly, M. (1995, April). Storying and restorying ourselves: Narrative and reflection. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.Google Scholar
  18. Clandinin, D. J., & Connelly, F. M. with Craig, C. (1995). Teachers’ professional knowledge landscapes. New York: Teachers College Press.Google Scholar
  19. Dewey, J. (1933). How we think. New York: Heath and Co.Google Scholar
  20. Dewey, J. (1963). Experience and education. New York: Collier Books.Google Scholar
  21. Dinkelman, T. (2003). Self-study in teacher education: a means and ends tool for promoting reflective teaching. Journal of Teacher Education, 54(1), 6–19.CrossRefGoogle Scholar
  22. Doyle, W. (1979). Classroom task and students’ abilities. In P. Peterson and H. Walberg (Eds.), Research on teaching: Concepts, findings and implications (pp. 183–209). Berkeley, CA: McCutchan.Google Scholar
  23. Doyle, W. (1986). Classroom organization and management. In M. Wittrock (Ed.), Handbook of research on teaching (3rd edition) (pp. 392–431). New York: MacMillan Publishing.Google Scholar
  24. Doyle, W., & Ponder, G. (1977–1978). The practicality ethic in teacher decision-making. Interchange, 8(3), 1–12.CrossRefGoogle Scholar
  25. Estola, E., & Syrjälä, L. (2002). love, body and change: a teacher’s narrative reflections. Reflective Practice, 3(1), 53–69.CrossRefGoogle Scholar
  26. Fendler, L. (2003). Teacher reflection in a hall of mirrors: Historical influences and political reverberations. Educational Researcher, 32(3), 16–25.CrossRefGoogle Scholar
  27. Fenstermacher, G. (1986). Philosophy of research on teaching: Three aspects. In M. Wittrock (Ed.), Handbook of research on teaching (3rd Edition) (pp. 37–49). New York: MacMillan Publishing.Google Scholar
  28. Fenstermacher, G. (1990). Some moral considerations on teaching as a profession. In J. Goodlad, R. Soder, & K. Sirotnik (Eds.), The moral dimensions of teaching (pp. 130–151). San Francisco: Jossey Bass.Google Scholar
  29. Freese, A., Kosnik, C., & LaBoskey, V. K. (2000). Three teacher educators explore their understandings and practices of self-study through narrative. In C. Kosnik, A. Freese, & A. Samaras (Eds.), Making a Difference in teacher education through self-study. Proceedings of the Fourth International Conference on Self-Study of Teacher Education Practices, Herstmonceux, East Sussex, England (pp. 75–79). Toronto, Ontario: OISE, University of Toronto.Google Scholar
  30. Gitlin, A. (2001). Bounding teacher decision making: The threat of intensification. Educational Policy, 15(2), 227–257.CrossRefGoogle Scholar
  31. Gitlin, A., & Margonis, R. (1995). The political aspect of reform: teacher resistance as good sense. American Journal of Education, 103(2), 377–405.CrossRefGoogle Scholar
  32. Hamilton, M. L. (2002). Using pictures at an exhibition to explore my teaching practices. In C. Kosnik, A. Freese, & A. Samaras (Eds.), Making a Difference in teacher education through self-study. Proceedings of the Fourth International Conference on Self-Study of Teacher Education Practices, Herstmonceux, East Sussex, England (pp. 109–114). Toronto, Ontario: OISE, University of Toronto.Google Scholar
  33. Hamilton, M. L., & Pinnegar, S. (2000). On the threshold of a new century: Trustworthiness, integrity, and self-study in teacher education. Journal of Teacher Education, 51(3), 234–240.CrossRefGoogle Scholar
  34. Hargreaves, A. (1995). Development and desire: A postmodern perspective. In T. R. Guskey & M. Huberman (Eds.), Professional development in education. New paradigms and practices (pp. 9–34). New York: Teachers College Press.Google Scholar
  35. Hargreaves, A. (2001). Emotional geographies of teaching. Teachers College Record, 103(6), 1056–1080.CrossRefGoogle Scholar
  36. Hargreaves, A., & Fullan, M. (1998). What’s worth fighting for in education? Buckingham-Philadel-phia: Open University Press-Ontario Public School Teachers’ Federation.Google Scholar
  37. Howard E., Guber, H., & Vonéche, J. (Eds.). (1977). The essential Piaget. New York: Basic Books.Google Scholar
  38. Hoyle, E. (1982). Micropolitics of educational organizations. Educational management and administration, 10(2), 87–98.CrossRefGoogle Scholar
  39. Kelchtermans, G. (1993). Getting the story and understanding the lives: From career stories to teachers’ professional development. Teaching and Teacher Education, 9( (5–6), 443–456.CrossRefGoogle Scholar
  40. Kelchtermans, G. (1994). Biographical methods in the study of teachers’ professional development. In I. Carlgren, G. Handal & S. Vaage (Eds.), Teacher thinking and action in varied contexts. Research on teachers’ thinking and practice (pp. 93–108). London: Falmer Press.Google Scholar
  41. Kelchtermans, G. (1996). Teacher vulnerability: understanding its moral and political roots. Cambridge Journal of Education, 26(3), 307–323.CrossRefGoogle Scholar
  42. Kelchtermans, G., & Ballet, K. (2002). The micropolitics of teacher induction. A narrative-biographical study on teacher socialisation. Teaching and Teacher Education, 18(1), 105–120.CrossRefGoogle Scholar
  43. Kelchtermans, G., & Ballet, K. (in press). Micropolitical Literacy: Reconstructing a neglected dimension in teacher development. International Journal of Educational Research, 37(8), 755–767.Google Scholar
  44. Kelchtermans, G., & Vandenberghe, R. (1994). Teachers’ Professional Development: A Biographical Perspective. Journal of Curriculum Studies, 26(1), 45–62.CrossRefGoogle Scholar
  45. Kitchen, J. (2002). Becoming a relational teacher educator: A narrative inquirer’s self-study. In C. Kosnik, A. Freese, & A. Samaras (Eds.), Making a Difference in teacher education through self-study. Proceedings of the Fourth International Conference on Self-Study of Teacher Education Practices, Herstmonceux, East Sussex, England (pp. 36–42). Toronto, Ontario: OISE, University of Toronto.Google Scholar
  46. Korthagen, F. et al. (2001). Linking practice and theory. The pedagogy of realistic teacher education. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
  47. LaBoskey, V. K., Davies-Samway, K., & Garcia, S. (1998). Cross-institutional Action Research: A Collaborative Self-study. In M. L. Hamilton (Ed.), Reconceptualizing Teaching Practice: Self-study in Teacher Education (pp. 154–166). London/Bristol: Falmer Press.Google Scholar
  48. Labov, W., & Waletzky, J. (1973). Erzählanalyse. Mündliche Versionen persönlicher Erfahrung. [Narrative analysis. The oral account of personal experiences]. In J. Ihwe (Ed.), Literatur-wissenschaft und L inguistik (Volume 2) (pp.78–126). Frankfurt am Main: Athenäum.Google Scholar
  49. Lomax, P., Evans, M., & Parker, Z. (1998). For liberation ... Not less for love: A self-study of teacher educators working with a group of teachers who teach pupils with special educational needs. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice: Self-study in teacher education (pp. 167–177). London/Bristol: Falmer Press.Google Scholar
  50. Loughran, J. J. (1996). Developing reflective practice: Learning about teaching and learning through modeling. London: Falmer Press.Google Scholar
  51. Loughran, J. (1997). An introduction to purpose, passion and pedagogy. In J. Loughran & T. Russell (Eds.), Teaching about teaching: Purpose, passion and pedagogy in teacher education (pp. 3–9). London: Falmer Press.Google Scholar
  52. Loughran, J. J., & Northfield, J. R. (1998). A Framework for the Development of Self-study Practice. In M. L. Hamilton (Ed.), Reconceptualizing Teaching Practice: Self-study in Teacher Education (pp. 7–18). London: Falmer Press.Google Scholar
  53. Loughran, J., & Russell, T. (1997). Meeting student teachers on their own terms: Experience precedes understanding. In V. Richardson (Ed.), Constructivist teacher education. Building new understandings (pp. 164–181). London: Falmer Press.Google Scholar
  54. MacKinnon, A., & Erickson, G. (1992). The roles of reflective practice and foundational disciplines in teacher education. In T. Russell and H. Munby (Eds.), Teachers and teaching (192–210). London: Falmer Press.Google Scholar
  55. Morgan, B. (1993). Practical rationality: A self-investigation. Journal of Curriculum Studies, 25(2), 115–124.CrossRefGoogle Scholar
  56. Nias, J. (1989). Primary teachers talking. A study of teaching as work. London: Routledge.Google Scholar
  57. Nias, J. (1996). Thinking about feeling: the emotions in teaching. Cambridge Journal of Education, 26(3), 293–306.CrossRefGoogle Scholar
  58. Noddings, N. (1984). Caring: a feminine approach to ethics and moral education. Berkeley: University of California Press.Google Scholar
  59. Oser, F., Dick, A., & Patry, J. L. (Eds.). (1992). Effective and Responsible Teaching. San Francisco: Jossey Bass.Google Scholar
  60. Osterman, K. F., & Kottkamp, R. B. (1993). Reflective practice for educators: ImprOffing schooling through professional development. Sage: Corwin Press.Google Scholar
  61. Piaget, J. (1977). The development of thought: equilibration of cognitive structures. Translated by Arnold Rosin. New York: Viking Press.Google Scholar
  62. Placier, M. (1995). But I have to have an A: Probing the cultural meanings and ethical dilemmas of grades in teacher education. Teacher Education Quarterly, 23(3), 45–63.Google Scholar
  63. Pryer, A. (2001). ‘What spring does with the cherry trees’: The eros of teaching and learning. Teachers and Teaching: Theory and Practice, 7(1), 75–88.Google Scholar
  64. Richert, A. (1992). Voice and power in teaching and learning to teach. In L. Valli (Ed.), Reflective teacher education: Cases and critiques (pp. 187–197). Albany, NY: State University of New York Press.Google Scholar
  65. Russell, T. (1997). Teaching teachers: How I teach is the message. In J. Loughran & T. Russell (Eds.), Teaching about teachers: Purpose, passion and pedagogy in teacher education (pp. 32–47). New York: Falmer Press.Google Scholar
  66. Sachs, J. (2000). The activist professional. Journal of Educational Change, 1(1), 77–95.CrossRefGoogle Scholar
  67. Sachs, J. (2001). Teacher professional identity: Competing discourses, competing outcomes. Journal of Educational Policy, 16(2), 149–161.CrossRefGoogle Scholar
  68. Schön, D. (1983). The Reflective Practitioner: How Professionals T hink in Action. London: Temple Smith.Google Scholar
  69. Sikes, P., Measor, L, & Woods, P. (1985). Teacher Careers: Crises and Continuities. London: Falmer Press.Google Scholar
  70. Sockett, H., & LePage, P. (2002). The missing language of the classroom. Teaching and Teacher Education, 18(2), 159–171.CrossRefGoogle Scholar
  71. Tidwell, D. (2002). A balancing act: Self-study in valuing the individual student (pp. 30–43). In J. Loughran and T. Russell (Eds.), ImprOffing teacher education practices through self-study. London: Falmer Press.Google Scholar
  72. Tirri, K., & Husu, J. (2002). Care and responsibility in ‘the best interest of the child’: relational voices of ethical dilemmas in teaching. Teachers and Teaching: Theory and Practice, 8(1), 65–80.CrossRefGoogle Scholar
  73. Tharp, R., & Gallimore, R. (1988). Rousing minds to life. Cambridge, UK: Cambridge University Press.Google Scholar
  74. Troman, G. (2000). Teacher Stress in the Low-Trust Society. British Journal of Sociology of Education, 21(3), 331–353.CrossRefGoogle Scholar
  75. Vandenberghe, R., & Huberman, M. (1999). Understanding and preventing teacher burnout: A sourcebook of international research and practice. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  76. Van Manen, M. (2002). Introduction: the pedagogical task of teaching. Teaching and teacher education, 18(2), 135–138 (Special issue: “The pedagogical task of teaching”).CrossRefGoogle Scholar
  77. Van Manen, M., & Li, S. (2002). The pathic principle of pedagogical language. Teaching and Teacher Education, 18(2), 215–224.CrossRefGoogle Scholar
  78. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. & translators). Cambridge, MA: Harvard University Press.Google Scholar
  79. Wilcox, S. (1998). Claiming to understand educational development. In M. L. Hamilton et al. (Eds.), Reconceptualizing Teaching Practice: Self-study in teacher education (pp. 67–76). London: Falmer Press.Google Scholar
  80. Wertsch, J. (1979). From social interaction to higher psychological process: A clarification and application of Vygotsky’s theory. Human Development, 22(, 1–22.CrossRefGoogle Scholar
  81. Woods, P., & Jeffrey, B. (2002). The reconstruction of primary teachers’ identities. British Journal of Sociology of Education, 23(1), 89–106.CrossRefGoogle Scholar
  82. Zembylas, M. (2002). “Structures of feeling” in curriculum and teaching: Theorizing the emotional rules. Educational Theory, 52(2), 187–208.CrossRefGoogle Scholar
  83. Zembylas, M. (2003a). Caring for teacher emotion: Reflections on teacher self-development. Studies in Philosophy and Education, 22(2), 103–125.CrossRefGoogle Scholar
  84. Zembylas, M. (2003b). Interrogating ‘Teacher identity’: emotion, resistance, and self-formation. Educational Theory, 53(1), 107–127.CrossRefGoogle Scholar

Copyright information

© Springer 2004

Authors and Affiliations

  • Geert Kelchtermans
    • 1
  • Mary Lynn Hamilton
    • 2
  1. 1.University of LeuvenBelgium
  2. 2.University of Kansas

Personalised recommendations