Moving Teachers' Experience from the Edge to the Centre

Veröffentlichungen: Beitrag in BuchBeitrag in Buch/Sammelband

Abstract

This chapter reflects on the questions of what is involved and what is at stake in teaching for Global Citizenship within national curriculum frameworks in the transnational and transcultural space of classrooms with diverse students. In an attempt to move beyond predefined criteria of teachers’ competencies, the author explores the lived experience of teaching in culturally, ethnically, nationally and linguistically heterogeneous classrooms characterized by transnational migration, in terms of practical wisdom, moral judgment and pedagogical tact. Drawing on interview data from teachers’ day-to-day experience the author argues that there is more to pedagogic competence than teachers’ knowledge of and commitment to diversity and social justice. The language of phronesis and tact complicates and complements the language of teacher efficacy and proves to be helpful in leaning to teach in these spaces of collision, tension and possibility.
OriginalspracheEnglisch
TitelTeacher Education for Sustainable Development and Global Citizenship
UntertitelCritical Perspectives on Values, Curriculum and Assessment
Redakteure*innenPhilip Bamber
Herausgeber (Verlag)Routledge
Kapitel2
Seiten89-98
Seitenumfang10
Auflage1. Auflage
ISBN (elektronisch)9780429427053
PublikationsstatusVeröffentlicht - 2019

Publikationsreihe

ReiheCritical Global Citizenship Education

ÖFOS 2012

  • 503025 Schulpädagogik

Schlagwörter

  • Weltbürgertum
  • Diversitätskompetenz
  • Diversität
  • Pädagogischer Takt
  • globales Lernen
  • Phronesis
  • Lehrerbildung
  • Pädagogische Beziehung

Zitationsweisen