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dc.contributor.authorGiles, David
dc.date.accessioned2010-07-20T00:43:52Z
dc.date.available2010-07-20T00:43:52Z
dc.date.issued2010
dc.identifier.citationGiles, D. (2010). Developing pathic sensibilities: A critical priority for teacher education programmes. Teaching and Teacher Education, 26(8), 1511-1519.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/4170
dc.description.abstractThis paper reports on a hermeneutic phenomenological research inquiry which explored ‘lived experiences’ of the teacher–student relationship in teacher education. An essential understanding from this research is that teachers and students experience their relationship as a play that is uncertain and lived beyond the rules of engagement. Teachers who are attuned to this play show phronesis in the way they relate. This research questions instrumental models of teacher education underpinned by a dominant neoliberal ideology. This research calls for the re-educating of teacher educators and teachers towards essential understandings of relationship and the pathic sensibilities associated with being-in-relationship.en_NZ
dc.language.isoen
dc.publisherElsevieren_NZ
dc.subjecthermeneutic phenomenologyen_NZ
dc.subjectrelationshipen_NZ
dc.subjectphronesisen_NZ
dc.subjectpathicen_NZ
dc.subjectsensibilitiesen_NZ
dc.titleDeveloping pathic sensibilities: A critical priority for teacher education programmesen_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.1016/j.tate.2010.05.007en_NZ
dc.relation.isPartOfTeaching and Teacher Educationen_NZ
pubs.begin-page1511en_NZ
pubs.elements-id35078
pubs.end-page1519en_NZ
pubs.volume26en_NZ


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