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  • 1.
    Cronqvist, Marita
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Professional Ethics as Experienced by Student Teachers: A Neoliberal View2020In: Phenomenology & Practice, E-ISSN 1913-4711, Vol. 14, no 1, p. 89-104Article in journal (Refereed)
    Abstract [en]

    Student teachers’ experiences of professional ethics,as lived practice,need to be visualized and verbalized to support their ability to develop an ethical practice. The aim of this article is to discuss the lived experiences of professional ethics frombeginning teachers’internship, based on a phenomenological study. Some of the essential meanings are interpreted in relation to the tension between responsibility and accountability that is emerging from neoliberal influences in teacher education. Inspired by Reflective Life World Research (RLR),interviews were conducted with student teachers specializing in preschool and elementary school.The empirical data was analyzed in order to determine the meanings that constitute the lived experience of professional ethics for early career teachers. By identifying the implications of professional ethics in neoliberal times, teacher educators can more easily observe and communicate the manifestations this has for teaching. Discussions and observations of professional ethics can stimulate student teachers’ learning as part of teacher education discourse.

  • 2.
    Levinsson, Magnus
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Foran, Andrew
    St. Francis Xavier University, Canada.
    Editorial: Being and Becoming a Teacher in Neoliberal Times2020In: Phenomenology & Practice, E-ISSN 1913-4711, Vol. 14, no 1, p. 1-6Article in journal (Other academic)
  • 3.
    Levinsson, Magnus
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Norlund, Anita
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Beach, Dennis
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Teacher Educators in Neoliberal Times: A Phenomenological Self-Study2020In: Phenomenology & Practice, E-ISSN 1913-4711, Vol. 14, no 1, SI, p. 7-23Article in journal (Refereed)
    Abstract [en]

    In Sweden, and most Western countries, pervasive neoliberal policies have dramatically transformed the entire education sector in a matter of decades. As teacher educators, we have experienced how neoliberal currents have pushed Swedish teacher education towards a teacher training paradigm which may risk undermining the foundations for professional judgement. Moreover, the Bologna Process and the introduction of New Public Management have had significant consequences for what it means to be a teacher educator. In this study, we present our everyday experiences of being teacher educators, immersed in a teacher education culture in Sweden which has evolved under the pressures of neoliberalism. To address these complex lived experiences, we engaged in a phenomenological first-person account. Three main themes emerged from an analysis of lived experience descriptions: (a) Alignment Slaves; (b) Audit Puppets; (c) Techno Phobes. These themes reflect different lived dimensions of being teacher educators confronted with neoliberal agendas. The paper concludes with a call for resistance to bring about change within teacher education.

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