Retrieving Meaning in Teacher Education

Abstract

In this article we examine “meaning” and “action” within the “good” work of teaching and learning. One premise of our argument is that teachers and students deserve to experience this good. The second premise is that meaning is part and parcel of Being; the debate about meaning must include attention to meaning as a question/project of Being. We offer our experiences as an educational anthropologist, educational philosopher, and teacher educator who strive to retrieve and pursue meaning and Being as common resources and aspirations.

Christian Teacher Education in a Culture of Techne: Current Developments in Teacher Accreditation

“…It is this being factor (cf . Hostetler, Macintyre Latta, & Sarroub, 2007) that must remain central in Christian teacher education . Teacher education should also be academically demanding, preparing teachers in content, and should require teachers-to-be to demonstrate a considerable repertoire of methods and skills .…”

Artful Inquiry in the E-learning Journal

“…It focuses explicitly on the tangential ideas that can be grasped by both parties and draws on a range of multimodal learning tools such as video, photography, analytical writing, and reflective learning narratives. It also responds to an increasing dialogue in research about the significance and benefits of arts-based self-study methods (Hostetler, Macintyre Latta, & Sarroub, 2007;Pithouse, Mitchell, & Weber, 2009;Samaras & Roberts, 2011) and accommodates an ethico-aesthetic paradigm (Guattari, 1995) or what Springgay (2011) refers to as building a capacity for ethical pedagogical sensibilities. Such an approach acknowledges that teachers' learning and their subsequent pedagogies have been shaped by personal events, media, and institutional structures and that participatory inquiry requires them to acknowledge and balance their own subjectivity production as teacher with a critical lens that values the inter-personal relationships, multiple creative and aesthetic sensibilities, and cognitive complexities that surround the experience, stories, memory work, and affective responses of their students.…”

Educational Action Research for Sustainability: Constructing a Vision for the Future in Teacher Education

“…The experience collected regarding the application of action research lately has been extended with a new suggestion ñ to develop the action research pedagogy (Brydon-Miller, Greenwood & Eikeland, 2006) discerning its capacity for the improvement of practice while deepening the common understanding about the topical issues and reviving meaning in teacher education (Hostetler, Macintyre Latta & Sarroub, 2007).…”