A Foucauldian ethics of positivity in initial teacher education

Karnovsky, Saul; Gobby, Brad; O’Brien, Peter C.

doi:10.1080/00131857.2021.2016390

Cited by 6 publications

(3 citation statements)

References 54 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The other school stakeholders seem to increase the probability of teachers conforming to the unwritten rules of EL in which the teacher should Attwood 10.3389/feduc. 2024.1291698 Frontiers in Education 10 frontiersin.org remain nearly always positive (Karnovsky et al, 2022). External evaluation may frequently be in mind for teachers in schools with this type of surveillance culture.…”

Section: Emotional Rulesmentioning

confidence: 99%

A perspective on psychological factors affecting the emotional labor of teachers

Attwood

2024

Front. Educ.

View full text Add to dashboard Cite

Several psychological factors are discussed in relation to teachers’ emotional labor (EL). Ecological systems theory (EST) is used in relation to the role of emotional intelligence (EI) to provide a perspective on ways to conceptualize how to address secondary traumatic stress (STS) risk among teachers. An international selection of the literature is synthesized in relation to the factors that may affect EL in relation to STS risk among teachers who have students with adverse childhood experiences (ACEs). The concept of EI is central to this discussion of theoretical relationships between EI and STS risk relevant to teachers’ EL. While there is much literature on Bronfenbrenner’s EST and Gardner’s multiple intelligences (MI) theory separately, there is room in the literature for exploring EST to contextualize the topic of STS risk as it relates to the concept of EI. The purpose of this study is to discuss allostatic load factors that may affect teachers’ EL and to discuss potential ways to acknowledge EL.

show abstract

Section: Emotional Rulesmentioning

confidence: 99%

A perspective on psychological factors affecting the emotional labor of teachers

Attwood

2024

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…Third, it provides a socio‐cultural framework for understanding teacher learning affording rich opportunities for framing the reification of policy through the lens of prospective teacher participation in the process which that policy guides (Wenger, 1998). Fourth, it is an established and effective tool for interrogating teacher narratives of identity formation at the micro level (Gormley, 2020; Gu et al, 2022; Gu & Lai, 2019; Guo et al, 2021; Hennig, 2013; Karnovsky et al, 2022; Miller et al, 2017; Niesche & Haase, 2012; Woolhouse, 2023; Wrench & Garrett, 2015). Finally, it has transferability as an analytic frame for macro identity work in education and other professions.…”

Section: Applying Clarke (2009) Ethico‐political Identity Axes To Mac...mentioning

confidence: 99%

An ethico‐political analysis of a national teacher competence framework: Unravelling a ‘preferred’ teacher identity

Carswell,

Conway

2023

British Educational Res J

View full text Add to dashboard Cite

In recent years, as evidenced in the transnational proliferation of codified competence frameworks for teacher education purposes, we have seen the increased politicisation and regulation of the task of teaching and what it means to be a teacher. Making the case for an ethico‐political conceptualisation of teacher identity and, using a Foucauldian‐based framework of ethico‐political identity, we apply a discourse analysis approach to unravel a ‘preferred’ teacher identity construction using Ireland's national teacher competence framework, the Initial Teacher Education Criteria and Guidelines for Programme Providers as an illustrative case. Findings illuminate this identity as: (i) telos vis‐à‐vis embodying national objectives via critical engagement underpinned by knowledge surfaces and a temporal appreciation of policy; (ii) ethical substance vis‐à‐vis seven modes of engagement animated in two interdependent phases with unique practice dynamics and policy emphases; (iii) discursive authority sources that utilise three major modes of sense‐making; and (iv) self‐practices as confessional dialogue and self‐writing. Considering codified teacher competence frameworks as politics of truth in teacher education, we make the case for macro ethico‐political identity work as a valuable analytical tool for policy analysis in teaching and teacher education.

show abstract

“…These various concerns are the basis of dilemmas providing intense emotions (Descoeudres and Méard, 2019). PE student teachers make a lot of efforts to hide their emotions in a relevant way and to give the impression of controlling events, even though they are partly beyond their control (Karnovsky et al, 2021). Overall, PE student teachers seem exposed to very distinctive work features which could represent a serious challenge for them and lead to differences in work wellbeing.…”

Section: Introductionmentioning

confidence: 99%

The emotional significant negative events and wellbeing of student teachers during initial teacher training: The case of physical education

2022

View full text Add to dashboard Cite

Teaching is a demanding job and the aim of the present study was to explore the emotional experiences and wellbeing levels (burnout and vigor) of Physical Education (PE) student teachers in comparison with student teachers of other subjects. In all, 167 student teachers (99 in PE and 68 in other subjects) described two significant professional negative events experienced during the school placement. They also reported the frequency of occurrence of these events, the level of unpleasant emotions related to the events, and their scores of burnout and vigor. The negative emotional events were encoded following an inductive approach and five categories emerged: Student rules violations, Collaborative issues, Physical integrity risks, Organizational issues, and Lack of student motivation. The Chi-square analyses revealed a different distribution in the negative events according to the subject taught, especially including an overrepresentation of Lack of student motivation and Physical integrity risks for PE student teachers and Collaborative issues for other-subjects student teachers. Moreover, Mann-Whitney U-tests revealed a similar frequency of negative emotional events whatever the subject taught, but a lower intensity of unpleasant emotions, lower physical fatigue and higher scores of physical strength for PE student teachers in comparison with those of other subjects. The present findings confirmed that the specificities of PE lead to singular significant negative events for PE students during initial training. Finally, the health outcomes (intensity of unpleasant emotions, burnout and vigor) suggest that PE teachers have developed specific resources to cope with school constraints, probably in relation to their sport experiences.

show abstract

A Foucauldian ethics of positivity in initial teacher education

Cited by 6 publications

References 54 publications

A perspective on psychological factors affecting the emotional labor of teachers

A perspective on psychological factors affecting the emotional labor of teachers

An ethico‐political analysis of a national teacher competence framework: Unravelling a ‘preferred’ teacher identity

The emotional significant negative events and wellbeing of student teachers during initial teacher training: The case of physical education

Contact Info

Product

Resources

About