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ERIC Number: EJ948257
Record Type: Journal
Publication Date: 2011
Pages: 34
Abstractor: As Provided
Reference Count: 55
ISSN: ISSN-1547-688X
To See Is Not to Own: Child Study as a Practice of Attention for Beginning Teachers
Roosevelt, Dirck
New Educator, v7 n3 p240-273 2011
Prospective teachers are often found to have difficulty focusing their attention on students in sustained and constructive ways. Instead, in what is sometimes understood as a developmental matter, beginners may seem highly concerned with their own feelings and needs. This article offers a contrary finding. It examines two cases of prospective teachers' provision of sustained, generative attention not to self, but to other--to the child. An enabling structure appears to be "Child Study." Drawing on Dewey and Benjamin, the "aesthetic impulse" is offered as an analytic construct useful in understanding how this pedagogical focus on the other may be elicited. (Contains 10 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A