頁籤選單縮合
題名 | Probing the Depths of the Pedagogical Fantasy: Exploring the (Re)current Fantasy of the Knowledgeable (Art) Teacher=深探教學想像:探索(重複)出現的博學(美術)教師想像 |
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作者 | 蘿拉‧赫特里克; | 書刊名 | 國際藝術教育學刊 |
卷期 | 12:1 2014.07[民103.07] |
頁次 | 頁1-24 |
分類號 | 903 |
關鍵詞 | 美術實習教師; 教學想像; 拉岡精神分析理論; Art student teachers; Pedagogical fantasy; Lacanian psychoanalytic theory; |
語文 | 中文(Chinese);英文(English) |
中文摘要 | 筆者在每學年指導的教學實習期間,都會發現實習教師有自我貶低的想法和行為,因此試圖利用量化研究瞭解相關現象背後的可能原因。為了深入瞭解實習教師不可知或不可說的情緒崩潰情況,以及他們可能遭到(再次)權衡的教師身分,本研究將藉助拉岡的精神分析文獻實施分析。雖然研究歸結出三種教學想像,但本文只探討最常見與(重複)出現的博學的(美術)教師想像,也就是理應知道的主體。筆者將定義理應知道的主體這個概念,並思考這種教學想像持續存在於何處,以及持續存在的方式。筆者建議藝術教育工作者建立一個有利於對話的互助空間,從而協助美術實習教師展開正面而實際的身分(再)形構過程。 |
英文摘要 | Noting a distinct pattern in student teachers’ self-depreciating thoughts and behaviors around the same time of student teaching each year, the author conducted a qualitative study to figure out what was potentially contributing to this phenomenon. Wanting to have a better understanding of the unknowable or unsayable aspects of the student teachers’ emotional breakdowns and their teaching identities that were conceivably (re)negotiated, Lacanian psychoanalytic literature was referenced. While three pedagogical fantasies evolved from the study, only the most common and (re)current fantasy of the knowledgeable (art) teacher, the subject-supposed-to-know, is addressed within this paper. The author defines the subject-supposed-to-know and considers where and how this pedagogical fantasy is perpetuated. Suggestions are offered for art teacher educators to provide a supportive space to facilitate dialogue that is conducive to positive and realistic identity (re)formation of art student teachers. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。