To see ourselves as others see us: student teacher reflections as articulations of ideology

Gardiner, Robert To see ourselves as others see us: student teacher reflections as articulations of ideology. Music Education Research. ISSN 1461-3808

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Within teacher education in England, self-reflective practices commonly function as a tool for student development. However, with current philosophical thought tending towards social-constructivism whereby understanding is deeply influenced by social context, the extent to which student teachers can objectively express ‘themselves’ must be carefully considered. This paper presents a philosophical and empirical account of student teacher self-reflection, exploring the extent to which these are personally or contextually defined. Through a discussion of theoretical debates surrounding discourse, I draw on Žižek’s notion of ideology as subjectively maintained and apply a Critical Discourse Analysis to analyse this within individual texts. Student reflections from two contexts are thus analysed and findings highlight stark differences in the educational priorities expressed in these different settings. This implies that students simultaneously adopt conflicting and therefore untenable sets of professional values. By drawing attention to this, I aim to encourage individual resistance where necessary towards healthier future professional practice.

Item Type: Article
Subjects: L Education > LB Theory and practice of education
M Music and Books on Music > MT Musical instruction and study
Depositing User: Thomas Wise
Date Deposited: 02 Jan 2020 12:15
Last Modified: 02 Jan 2020 12:15

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