出版社：Australian Institutes for Educational Research
摘要：The systemic influence of the neoliberal ideology, with its political and social businessrationalities, appears to be having an impact on a teacher’s way of being. In this context,the ontological nature of teachers’ conversations is largely hidden and seemingly silent.This study reports on the findings of a hermeneutic phenomenological inquiry exploringteachers’ ways of ‘being in’ conversations (Schubert, 2018). Everyday teacher experiencesof being in conversation were described by participants and interpreted for powerfulphenomenological themes against the backdrop of the philosophical writings ofHeidegger. Conversations were shown to have a human condition of ‘thrownness’. Yetconversations are imbued with linguistic meanings, interrupted in moments of unrest anduncertainty, which are felt by teachers. These moments glimpsed the nature of a teacher’sways of being a teacher. Teacher’s ways of being notice, see, feel and act with intent. Intheir human capacity the teachers sought to question, what is good, and to act withintentionality toward the human wellbeing of others. In summary this research inquirychallenges the dominant ideology that labels quality teaching in managerial terms. It is atimely paper addressing the reductionism that occurs when humans are seen as merelyproducts serving a system.
