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ERIC Number: EJ1194524
Record Type: Journal
Publication Date: 2018
Pages: 18
Abstractor: As Provided
ISSN: EISSN-1916-0666
Reclaiming Agency and Appreciating Limits in Teacher Education: Existential, Ethical, and Psychoanalytical Readings
Phelan, Anne M.; Hansen, Dion Rüsselbæk
McGill Journal of Education, v53 n1 p128-145 2018
A basic premise of teacher education is the value of teacher agency, that is, the teacher's capacity to take responsibility for one's knowledge, beliefs, judgements, and relationships. How can teacher educators sustain a commitment to agency in light of critiques of western modernity, specifically in relation to the existence of a rational autonomous subject, the erasure of history, and the opacity of language? Drawing on existentialism, ethics, and psychoanalysis, we discuss three practicum vignettes to illustrate what we are calling "the chiastic complexity" of agency within the field of teacher education. We argue that admission of the limits of teacher agency may be the source of ethical insight, educational opportunity, and political resistance for student teachers and teacher educators.
McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A