Advertisement

Vulnerability in Teaching: The Moral and Political Roots of a Structural Condition

  • Geert Kelchtermans
Chapter
Part of the Professional Learning and Development in Schools and Higher Education book series (PROD, volume 100)

Abstract

There is more to teaching than thorough subject knowledge and technical teaching skills. When teachers are asked about what they find motivating or satisfying in their jobs, they often spontaneously refer to feelings of joy, fascination, pride, wonder and enthusiasm, resulting from the fact that they work with “human material”, as they often call it. Teachers’ talk about their work immediately reveals that emotions are at the heart of teaching.

Keywords

Critical Incident School Board Task Perception Social Recognition Moral Orientation 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Ball, S. (1987). The Micropolitics of the school: Towards a theory of school organization. London: Methuen.Google Scholar
  2. Ball, S. (1994). Micropolitics of schools. In T. Husen, T. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed., Vol. 7, pp. 3824–3826). Oxford: Pergamon.Google Scholar
  3. Ball, S. J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228.CrossRefGoogle Scholar
  4. Ballet, K., Kelchtermans, G., & Loughran, J. (2006). Beyond intensification towards a scholarship of practice: Analysing changes in teachers’ work lives. Teachers and Teaching: Theory and Practice, 12, 209–229.CrossRefGoogle Scholar
  5. Blase, J. (1988). The everyday political perspectives of teachers: Vulnerability and conservatism. Qualitative Studies in Education, 1, 125–142.CrossRefGoogle Scholar
  6. Blase, J. (Ed.). (1991). The politics of life in schools: Power, conflict, and cooperation. Newbury Park: Sage.Google Scholar
  7. Blase, J., & Anderson, G. (1995). The micropolitics of educational leadership. London: Cassell.Google Scholar
  8. Calhoun, C. (Ed.). (1994). Social theory and the politics of identity. Oxford: Blackwell.Google Scholar
  9. Doyle, W., & Ponder, G. (1977–1978). The practicality ethic in teacher decision-making. Interchange, 8, 1–12.CrossRefGoogle Scholar
  10. Fenstermacher, G. (1990). Some moral considerations on teaching as a profession. In J. Goodlad, R. Soder, & K. Sirotnik (Eds.), The moral dimensions of teaching (pp. 130–151). San Francisco: Jossey Bass.Google Scholar
  11. Filipp, S. H. (Ed.). (1990). Kritische Lebensereignisse. München: Psychologie Verlags Union.Google Scholar
  12. Goodson, I. (Ed.). (1992). Studying teachers’ lives. London: Routledge.Google Scholar
  13. Greenfield, W. D. (1991). The micropolitics of leadership in an urban elementary school. In J. J. Blase (Ed.), The politics of life in schools (pp. 161–184). Newbury Park: Sage.Google Scholar
  14. Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. London: Cassell.Google Scholar
  15. Hargreaves, A. (1995). Development and desire. A postmodern perspective. In T. R. Guskey, M. Huberman (Eds.), Professional development in education: New paradigms and perspectives (pp. 9–34). New York: Teachers College Press.Google Scholar
  16. Hoyle, E. (1982). Micropolitics of educational organizations. Educational Management and Administration, 10, 87–98.CrossRefGoogle Scholar
  17. Hoyle, E., & John, P. D. (1995). Professional knowledge and professional practice. London: Cassell.Google Scholar
  18. Jeffrey, B. (2002). Performativity and primary teacher relations. Journal of Education Policy, 17(5), 531–546.CrossRefGoogle Scholar
  19. Kelchtermans, G. (1993). Getting the story, understanding the lives: From career stories to teachers’ professional development. Teaching and Teacher Education, 9, 443–456.CrossRefGoogle Scholar
  20. Kelchtermans, G. (1994). Biographical methods in the study of teachers’ professional development. In I. Carlgren, G. Handal, & S. Vaage (Eds.), Teacher thinking and action in varied contexts: Research on teachers’ thinking and practice (pp. 93–108). London: Falmer.Google Scholar
  21. Kelchtermans, G. (1996). Teacher vulnerability. Understanding its moral and political roots. Cambridge Journal of Education, 26, 307–323.CrossRefGoogle Scholar
  22. Kelchtermans, G. (1999). The teaching career: Between burnout and fading away? Reflections from a narrative and biographical perspective. In R. Vandenberghe, M. Huberman (Eds.), Understanding and preventing teacher burnout: A sourcebook of international research and practice (pp. 176–191). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  23. Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and Teacher Education, 21, 995–1006.CrossRefGoogle Scholar
  24. Kelchtermans, G. (2007a). Macropolitics caught up in micropolitics. The case of the policy on quality control in Flanders. Journal of Education Policy, 22, 471–491.CrossRefGoogle Scholar
  25. Kelchtermans, G. (2007b). Teachers’ self-understanding in times of performativity. In L. F. Deretchin & C. J. Craig (Eds.), International research on the impact of accountability systems. Teacher education yearbook XV (pp. 13–30). Lanham: Rowman & Littlefield Education.Google Scholar
  26. Kelchtermans, G. (2009). Who I am in how I teach is the message. Self-understanding, vulnerability and reflection. Teachers and Teaching: Theory and Practice, 15, 257–272.CrossRefGoogle Scholar
  27. Kelchtermans, G. (2010). Narratives and biography in teacher education. In E. Baker, B. McGaw, & P. Peterson (Eds.), International Encyclopedia of Education (Vol. 7, pp. 610–614). Amsterdam: Elsevier.Google Scholar
  28. Kelchtermans, G., & Ballet, K. (2002a). The micropolitics of teacher induction. A narrative-biographical study on teacher socialisation. Teaching and Teacher Education, 18, 105–120.CrossRefGoogle Scholar
  29. Kelchtermans, G., & Ballet, K. (2002b). Micropolitical literacy: Reconstructing a neglected dimension in teacher development. International Journal of Educational Research, 37, 755–767.CrossRefGoogle Scholar
  30. Little, J. W. (1993). Teachers’ professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15, 129–152.Google Scholar
  31. Loewenberg-Ball, D., & Wilson, S. M. (1996). Integrity in teaching: Recognizing the fusion of the moral and the intellectual. American Educational Research Journal, 33, 155–192.CrossRefGoogle Scholar
  32. Masschelein, J., & Simons, M. (2002). An adequate education for the globalized world? A note on the immunization of being-together. Journal of Philosophy of Education, 36(4), 565–584.CrossRefGoogle Scholar
  33. Measor, L. (1985). Critical incidents in the classroom: Identities, choices and careers. In S. Ball, I. Goodson (Eds.), Teachers’ lives and careers (pp. 61–78). London: Falmer.Google Scholar
  34. Nias, J. (1989). Primary teachers talking. A study of teaching as work. London: Routledge.Google Scholar
  35. Nias, J. (1996). Thinking about feeling: the emotions in teaching. Cambridge Journal of Education, 26(3), 293–306.CrossRefGoogle Scholar
  36. Schein, E. (1985). Organizational culture and leadership: A dynamic view. San Francisco: Jossey Bass.Google Scholar
  37. Staessens, K. (1993). Identification and description of professional culture in innovating schools. International Journal for Qualitative Studies in Education, 6, 111–128.CrossRefGoogle Scholar
  38. Strike, K. A. (1990). The legal and moral responsibility of teachers. In J. I. Goodlad, R. Soder, & K. A. Sirotnik (Eds.), The moral dimensions of teaching (pp. 188–223). San Francisco: Jossey Bass.Google Scholar

Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.Catholic University of LeuvenLeuvenBelgium

Personalised recommendations