Heideggerian Perspectives on the Possibilities of Being a Teacher

Document identifier: oai:DiVA.org:ltu-77526
Access full text here:10.1007/978-981-13-1179-6_382-1
Keyword: Social Sciences, Educational Sciences, Pedagogy, Samhällsvetenskap, Utbildningsvetenskap, Pedagogik, Education
Publication year: 2020
Relevant Sustainable Development Goals (SDGs):
SDG 4 Quality educationSDG 16 Peace, justice and strong institutionsSDG 11 Sustainable cities and communities
The SDG label(s) above have been assigned by OSDG.ai

Abstract:

This entry addresses the possibilities of being a teacher by examining the concept of teacher identity from the philosophical perspectives of life-world phenomenology or, more specifically, from the perspective offered by Martin Heidegger. As the discourses on teacher identity are imbued with conceptions of learning, as well as teaching, which is viewed as instrumental, linear, quantifiable, and competence-based, the professional identity of teacher runs the risk of being addressed mainly as an epistemological project of efficacy.

Authors

Niclas Ekberg

Luleå tekniska universitet; Pedagogik, språk och Ämnesdidaktik
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Eva Alerby

Luleå tekniska universitet; Pedagogik, språk och Ämnesdidaktik
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