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ERIC Number: EJ1117600
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1550-1175
Psychoanalytically Informed Teachers: The Need for Observational Training in Education
Murray, Andrew
Schools: Studies in Education, v13 n2 p294-311 Fall 2016
Much of the professional development offered to school teachers centers on quantifiable aspects of teaching and learning that correlate to external inspection processes. Insufficient attention is given to the student-teacher relationship and the dynamics contained within; in more "challenging" schools, this is central to the progress of students. Current models of reflective practice offer little in considering the emotional impact of teaching and learning on all parties involved. Training in psychoanalytic observation allows classroom teachers to consider both personality development and the psychodynamics of the institution itself in greater detail, allowing them an alternate focus through which to practice reflectively and creating a more containing learning environment for both their students and themselves.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A