The Ideal Teacher Different Images
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The Ideal Teacher Different Images Victor Montalvão Moreno1 Received: 14 March 2020 / Revised: 29 September 2020 / Accepted: 1 October 2020 © Springer Nature Switzerland AG 2020
Abstract Although much of the pedagogical diligence is concerned with the building of the ideal educator, the very complexity of the educational phenomenon leads to the production of different images of what would be a better educator. Educational research usually approaches the question of ideal teacher manufacturing lists of characteristics, which applicability is questionable since they feed upon unrealistic crystallized images of professional existence. The media romanticize the ideal educator; movies spread conceptions that tell tales of unrealistic heroic teachers. Teachers and students have their own expectations about motivation and pedagogic skills. Meanwhile, didactic tools are constantly produced and updated to contribute to the instrumentalization of the area towards a professional horizon. These tools and expectations are often distant from a necessary emotional judgment to each professional’s idiosyncratic construction. Aesthetics impress relevance about the emotional dimensions of the teacher while psychoanalysis establishes the incompleteness of teachers’ work. Their own way of approaching this question is standing out from a crystallizing judgment of the subjects and their demands. The present work transits through these different perspectives as a child that twiddles a kaleidoscope, in the sense of illuminating these standpoints that contribute to the construction of the imaginary of the idealized model of excellence for teachers. Keywords Ideal teacher · Imagination · Imagery · Teachers’ images · Aesthetic education
Introduction Teachers are commonly understood as tools for education. Usually, when talking about improving education, what is tacitly been said is: “let’s get teachers better” (Braun 1976). Unfortunately, teachers as humans cannot be treated as a mere collection of detached pedagogical instruments: they have emotions, hopes, and, despite students’ disbelief, their own life (Weber and Mitchell 1995). Even with their deep, in many times teachers are the foremost focus of superficial interventions and research. All in name of reaching the ideal teacher, but is this even possible? How close is the ideal teacher to the unreachable teacher? * Victor Montalvão Moreno [email protected] 1
Federal University of Bahia, Graduate Program in Teaching Philosophy and History of Sciences, Salvador, BA, Brazil
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Focusing on teachers, by the way, is not fortuitous. In the book “Linking Teacher Evaluation and Student Learning”, Pamela D. Tucker and James H. Stronge (2005) show strong evidence about central role teacher’s play in successful schools: We know intuitively that these highly effective teachers can have an enriching effect on the daily lives of children and their lifelong educational and career aspirations. We now know empirically that these effective teachers also have a dir
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