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Authentic teaching assessment in graduate teacher education: Becomings of pedagogical artistry and leadership

chapter
posted on 2018-01-01, 00:00 authored by Julianne MossJulianne Moss, Anne-Marie MorrisseyAnne-Marie Morrissey
This chapter explores questions of identity and subjectivity raised through Biesta’s recent conceptual framing of the educational task (pedagogiske). In this chapter we focus on the ‘becomings’ (Britzman, 2003, p.70) of pedagogical artistry in Australian graduate teacher education by developing an argument that criss-crosses the issues of identity and subjectivity in graduate teacher education. The question ‘how I am?’ raised by Biesta is central to the hermeneutics of the educational ‘task’. As noted by curriculum scholar Slattery, hermeneutics, at its most basic level, is ‘an approach to understanding the meaning of texts, laws, language, historical artifacts, and pedagogy’ (Slattery, 2006, p.115).

History

Title of book

Art, artists and pedagogy: philosophy and the arts in education

Chapter number

11

Pagination

107 - 114

Publisher

Routledge

Place of publication

Abingdon, Eng.

ISBN-13

978-1-138-50051-8

Language

English

Publication classification

B1 Book chapter

Copyright notice

2018, Julianne Moss and Anne-Marie Morrissey

Extent

15

Editor/Contributor(s)

N Naughton, G Biesta, D Cole