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ERIC Number: EJ816757
Record Type: Journal
Publication Date: 2008-Dec
Pages: 11
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-1356-2517
Identifying Transcendence in Educating for Public Service: Reflections on Qualifying to Teach as a Pedagogic Example
Frusciante, Angela
Teaching in Higher Education, v13 n6 p679-689 Dec 2008
In this critically reflective piece, I describe the design of a foundations of education course and my first year teaching experience. I discuss thematic statements of issues that emerged as I came to construct the meaning of my experience and evolving ideas about teaching for public service professions. These included that: (1) Questioning is not "normal" for everyone; (2) The experience of classroom safety may be different for student participants than for teacher participants; (3) Reflection is a situated responsibility; and (4) Assessment and authority interact within the context of learning in a formal classroom. Discussing these issues helped me in framing teaching for public service as itself a transcendent public act, one that crosses boundaries of time and space and that requires embodied, rather than idealistic, understandings of qualifying to teach.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A