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Towards a psychological anthropology in teacher education.

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Title: Towards a psychological anthropology in teacher education.
Authors: Escalié, Guillaume1,2 guillaume.escalie@u-bordeaux.fr, Lesellier, Jérémy2, K/Bidy, Julie2, Legrain, Pascal1,2
Source: European Journal of Teacher Education. Jul2023, Vol. 46 Issue 3, p354-371. 18p.
Subject Terms: *Teacher education, Ethnopsychology, Social psychology, Consciousness, Anthropology
Abstract: This article aims to draw the outlines of a psychological anthropology programme in teacher education based on Wittgenstein's philosophical approach to relationships between experience, consciousness and language. Conceptually, the challenge is to support the idea that a professional experience may be documented not only through the deliberate reasons pre-service teachers spontaneously link to actions, but also through sensations that are less verbally accessible, also named 'perceptions' in social psychology. An empirical illustration is used to show a potential reconciliation between a research program in cultural anthropology and the social psychology bases of teaching competency acquisition. From a methodological standpoint, we examine whether an analysis linking self-confrontation interviews and questionnaires provides an original insight into pre-service teachers' training experiences. This path inserted into a transdisciplinary program provides alternatives to reconsider a cooperative training program implemented to foster the self-efficacy of pre-service teachers in physical education. [ABSTRACT FROM AUTHOR]
Copyright of European Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Towards a psychological anthropology in teacher education.
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  Data: <searchLink fieldCode="AR" term="%22Escalié%2C+Guillaume%22">Escalié, Guillaume</searchLink><relatesTo>1,2</relatesTo><i> guillaume.escalie@u-bordeaux.fr</i><br /><searchLink fieldCode="AR" term="%22Lesellier%2C+Jérémy%22">Lesellier, Jérémy</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22K%2FBidy%2C+Julie%22">K/Bidy, Julie</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Legrain%2C+Pascal%22">Legrain, Pascal</searchLink><relatesTo>1,2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Teacher+Education%22">European Journal of Teacher Education</searchLink>. Jul2023, Vol. 46 Issue 3, p354-371. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnopsychology%22">Ethnopsychology</searchLink><br /><searchLink fieldCode="DE" term="%22Social+psychology%22">Social psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Consciousness%22">Consciousness</searchLink><br /><searchLink fieldCode="DE" term="%22Anthropology%22">Anthropology</searchLink>
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  Label: Abstract
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  Data: This article aims to draw the outlines of a psychological anthropology programme in teacher education based on Wittgenstein's philosophical approach to relationships between experience, consciousness and language. Conceptually, the challenge is to support the idea that a professional experience may be documented not only through the deliberate reasons pre-service teachers spontaneously link to actions, but also through sensations that are less verbally accessible, also named 'perceptions' in social psychology. An empirical illustration is used to show a potential reconciliation between a research program in cultural anthropology and the social psychology bases of teaching competency acquisition. From a methodological standpoint, we examine whether an analysis linking self-confrontation interviews and questionnaires provides an original insight into pre-service teachers' training experiences. This path inserted into a transdisciplinary program provides alternatives to reconsider a cooperative training program implemented to foster the self-efficacy of pre-service teachers in physical education. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of European Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/02619768.2021.1941859
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              Text: Jul2023
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