Towards a Psychological Anthropology in Teacher Education
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| Title: | Towards a Psychological Anthropology in Teacher Education |
|---|---|
| Language: | English |
| Authors: | Escalié, Guillaume, Lesellier, Jérémy, K/Bidy, Julie, Legrain, Pascal (ORCID |
| Source: | European Journal of Teacher Education. 2023 46(3):354-371. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Anthropology, Teacher Education Programs, Educational Philosophy, Correlation, Preservice Teachers, Social Psychology, Research Training, Teacher Competencies, Teacher Effectiveness, Self Efficacy, Physical Education, Physical Education Teachers, Student Attitudes, Interdisciplinary Approach, Program Implementation, Direct Instruction, Cooperative Learning, Comparative Analysis, Physical Activities, Foreign Countries, Pedagogical Content Knowledge |
| Geographic Terms: | France |
| DOI: | 10.1080/02619768.2021.1941859 |
| ISSN: | 0261-9768 1469-5928 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1390218 |
| Database: | ERIC |
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| 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. |
|---|---|
| ISSN: | 0261-9768 1469-5928 |
| DOI: | 10.1080/02619768.2021.1941859 |
