The personal and the political: notes on teachers’ vocations and values

This paper examines teachers’ sense of vocation and their values at the outset and in the middle of their careers, through reference to three small research projects and to the continuing tradition of research into teachers’ narrative accounts and interpretations of their values in relation to their work. Each of the projects worked with teachers who had an interest in values and spirituality. By enquiring into their reasons for starting and remaining in the teaching profession, the projects explore teachers’ changing values in tension with some of the dominant values of the education system. It is suggested that some teachers deal with the tension by moving from relatively private vocation‐based values, to values that embrace more public concepts of professionalism, and that their narratives are highly valuable for the profession and for policy‐makers.     

Exploration of values: Israeli teachers’ professional ethics

The main purpose of this study was to explore Israeli teachers’ professional ethics and values using the Facet Theory (Guttman in Psychmetrika 33:469–506, 1968). Since Israel does not have a teachers’ code of ethics, such exploration can be a basis for constructing one. The study is mainly exploratory, and the main hypotheses that guided the study were based upon universal structure of values (Pakizeh et al. in J Exp Soc Psychol 43(3): 458–465, 2007 Schwartz, in Advances in experimental social psychology. Academic Press, San Diego, 1992), and were examined using a mapping sentence. The initial findings showed the data deployment on the SSA map exhibits both a radial and an angular form in a Radex configuration. Israeli teachers believe that professional ethics is based on conditioned values. The variables in the SSA map appear in a radial configuration forming three concentric circles: personal values, social values, and universal values. The components representing the code of ethics were deployed in an angular form showing three elements: professionalism, reliability and honesty, and decency.     

Talking about spirituality in the clinical setting: can being professional require being personal?

Spirituality or religion often presents as a foreign element to the clinical environment, and its language and reasoning can be a source of conflict there. As a result, the use of spirituality or religion by patients and families seems to be a solicitation that is destined to be unanswered and seems to open a distance between those who speak this language and those who do not. I argue that there are two promising approaches for engaging such language and helping patients and their families to productively engage in the decision-making process. First, patient-centered interviewing techniques can be employed to explore the patient's religious or spiritual beliefs and successfully translate them into choices. Second, and more radically, I suggest that in some more recalcitrant conflicts regarding treatment plans, resolution may require that clinicians become more involved, personally engaging in discussion and disclosure of religious and spiritual worldviews. I believe that both these approaches are supported by rich models of informed consent such as the transparency model and identify considerations and circumstances that can justify such personal disclosures. I conclude by offering some considerations for curbing potential unprofessional excesses or abuses in discussing spirituality and religion with patients.     

My partner’s stories: relationships between personal and vicarious life stories within romantic couples

In this paper, we examined relationships and differences between personal and vicarious life stories, i.e., the life stories one knows of others. Personal and vicarious life stories of both members of 51 young couples (102 participants), based on McAdams’ Life Story Interview (2008), were collected. We found significant positive relationships between participants’ personal and vicarious life stories on agency and communion themes and redemption sequences. We also found significant positive relationships between participants’ vicarious life stories about their partners and those partners’ personal life stories on agency and communion, but not redemption. Furthermore, these relationships were not explained by similarity between couples’ two personal life stories, as no associations were found between couples’ personal stories on agency, communion and redemption. These results suggest that the way we construct the vicarious life stories of close others may reflect how we construct our personal life stories.     

Portraying reflection: the contents of student teachers’ reflection on personal practical theories and practicum experience*

This research focused on personal practical theories of Finnish student teachers, on how they argued for them and what they contained, and the data were analysed using Korthagen’s ‘onion’ model of reflection (e.g. 2004). The framework of this research consists of reflection and personal practical theories (PPTs). Personal practical theories are viewed as important for a teacher’s identity: they guide the teacher’s work, action, and reactions before, during, and after a teaching event. Reflecting on teaching, then again, has been one of the most significant issues and focus of numerous studies for several decades. This is a case study of six elementary school student teachers, who had constructed their PPTs before the practicum. We examined their reflections using the onion model of reflection, according to which a person reflects on different levels. The data were collected by interviewing the student teachers after their final practicum. The results show that most of their reflection focused on Environment and Behaviour, so it was located mostly in the outer layers of the onion model. The categorization of the reflection also showed that Competence was the smallest category.     

An investigation of the relationship between teachers’ expectations and teachers’ perceptions of student attributes

Little is known about factors other than students’ abilities and background variables that shape teachers’ achievement expectations. This study was aimed at investigating the role of teachers’ perceptions of students attributes (working habits, popularity, self-confidence, student–teacher relationships, and classroom behavior) in shaping teachers’ expectations. The sample analyzed consisted of 5316 students and 469 classes in grade 6 in Dutch primary education. Teachers had higher expectations for students who they perceived as self-confident and having positive work habits. Differences in expectations between boys and girls could partly be explained by the teachers’ perceptions of students’ work habits. Teachers differed in the extent to which they let their perceptions of student attributes shape their expectations.     

The poet’s school and the parrot’s cage: the educational spirituality of Rabindranath Tagore

Rabindranath Tagore (1861–1941), Asia’s first Nobel laureate, was a man of myriad gifts, but he sought to articulate a single global vision. He believed that for our flourishing we must strive towards ‘the other and the beyond’. In so doing we discover that, as we seek, we are ourselves being sought. Tagore believed that we find our meaning and fulfilment relationally; in our relationships one with another, to be sure, but fundamentally in our kinship with all that is. We must be liberated, Tagore believed, from the bounds of our separateness and so discover a wholeness larger than our individual well‐being. That wholeness is ultimately realised in our union with the eternal Divine Spirit. In the establishment of his ‘poet’s school’ at Shantiniketan Tagore sought to make his ideals come true. This paper will focus on Tagore’s understanding of childhood and on the pattern of education by which, he believed, the spirit of the child may be nurtured. It will also enter a plea that we return to someone whose neglect in the West has been much to its loss.     

Recovering enchantment: addiction,spirituality, and Charles Taylor’s malaise of modernity

This article illuminates the nature of ‘spirituality’ as it relates to addiction in modernity. It does so by using philosopher Charles Taylor’s conception of the malaise of modernity and the meta-narrative he presents in A Secular Age as theoretical starting points. It then draws from qualitative data collected through semi-structured interviews and ongoing ethnographic fieldwork conducted with Canadian millennials who self-identify as ‘spiritual but not religious’. The young people’s experiences of addiction provide insight into the trappings of free-market capitalist modernity and its inability to provide an overarching source of meaning to their lives. Addiction becomes the means by which these individuals experience the malaise of modernity, which in turn leads them to seek an alternative understanding of the good life—a process they equate with ‘spirituality’. Therefore, an interest in ‘spirituality’ ought to be understood as a personalized attempt to re-enchant what is experienced as a disenchanted world.     

Uncovering the links between prospective teachers’ personal responsibility,academic optimism,hope, and emotions about teaching: a mediation analysis

Prospective teachers’ sense of personal responsibility has not been examined together with their academic optimism, hope, and emotions about teaching in a single study to date. However, to consider hope, academic optimism, and emotions about teaching together with personal responsibility is important to uncover the factors affecting prospective teachers’ commitment to teaching. Indeed, this is an international concern that occupies educational researchers and policy makers from a diverse range of countries. Thus, this study aimed to examine the relationships between prospective teachers’ personal responsibility, academic optimism, hope, and emotions about teaching, with the intention to explore the mediating roles of hope and academic optimism in the relationships between emotions about teaching and personal responsibility. A total of 455 prospective teachers voluntarily participated in the study. Correlation, regression, and structural equation modeling analyses were conducted in order to explore the relationships between research variables. Results showed that the prospective teachers’ emotions about teaching, academic optimism, hope, and personal responsibility were significantly related to each other. Results also showed that the relationships between prospective teachers’ emotions about teaching and responsibility for student motivation, achievement, relationships with students, and teaching were strongly and positively mediated by their academic optimism; whereas the relationships between PTs’ emotions about teaching, responsibility for student achievement, and teaching were moderately and negatively mediated by their hope. Implications for teacher education and directions for future studies were also discussed in the present study.     

‘Securing the day’s devotion’: the spirituality of John Henry Newman and his Anglican inspirers

John Henry Newman’s spirituality and understanding of prayer was formed and framed by his years as an Anglican, from 1801 until his move to the Roman Catholic Church in 1845, and particularly by the years following his Anglican ordination in 1824. Influenced originally by the aspects of the Evangelical tradition, Newman discovered both the Fathers of the Church and the seventeenth-century Anglican divines. This paper explores the significance for him of the devotional work of three Anglican divines, the Sacra Privata of Thomas Wilson, Bishop of Sodor and Man (1663–1755), the Golden Grove of Bishop Jeremy Taylor (1613–1667), and the Preces Privatae of Bishop Lancelot Andrewes (1555–1626), as encapsulating models of Christian devotion which, as an Oxford Movement leader, he wished to commend to others.     

Examining the self-enhancement bias: professional truck drivers’ perceptions of speed,safety, skill and consideration

A sample of 1006 professional truck drivers were surveyed on their perceptions of self and average other speeds, consideration, relative safety, and relative skill. A disproportionate frequency of responses is found in the measures of speed, safety, and consideration, but not skill. In the measures of speed and consideration this bias is found to operate in a negative direction. Truck drivers are found to evaluate other road users negatively, they do not demonstrate ‘self-enhancement’ indicative of driver overconfidence. Drivers responsible for the biases are isolated from the sample using a method of triangulation. Background factors relating to driver characteristics and employment conditions are examined. Characteristics of the drivers’ employment indicate the perceptions are related to factors external to the drivers’ self-conceptions. These contrasts provide further support for the contention that the ‘self-enhancement bias’, as it appears in this sample, operates as a negative-other rationalisation.     

The global community, religion, and education: the modernity of Dewey’s social philosophy

As a starting point this paper takes Dewey’s nowadays often stressed modernity and examines his social philosophy against the background of the current debates on republicanism and communitarianism. Particularly, the anaysis of Dewey’sThe Public and its Problem (1927) concludes that the attention being paid to Dewey is problematic as specific religious assumptions — explicitly developed inA Common Faith (1934) -lie in the background of his social philosophy, and are hardly being recognized. However, as it shall be shown, without considering the religious basis, neither Dewey’s social philosophy nor his educational theory can be properly understood.     

The core of religious education: Finnish student teachers’ pedagogical aims

This article investigated the core of religious education (RE) by examining Finnish student teachers’ pedagogical aims in the context of Lutheran RE. The data consisted of essays (N=82) analysed in a deductive manner using the main concepts of the didactic triangle together with the aims of the Finnish National Core Curriculum. The student teachers identified familiarising oneself with one’s own and other religions in addition to growing ethically and understanding the religious dimension of life as the core goals of RE. By attaining these goals, pupils may also achieve the higher order aims of RE and cross-curricular goals of the curriculum. A teacher’s pedagogical and moral competence as well as expertise in subject matter was emphasised, and the pedagogical relation with students was also seen as important. A deeper understanding of pupils and the importance of a didactic relation in teaching were identified as pedagogical aims that need to be pursued further.     

Spirituality and education for global citizenship: developing student teachers’ perceptions and practice

Education for Global Citizenship (E4GC) offers many opportunities to explore spirituality and a sense of how one fits into the world at a range of levels. Beyond the Curriculum Boundaries is a project that enables student teachers to consider E4GC alongside issues of multiculturalism, antiracism and democracy education, with a strong focus on religious education and geography. This paper outlines the ethos behind the project, identifies key elements and themes, appraises student responses, and evaluates key learning points. Student teachers respond to the module in a variety of ways that inform their learning and teaching, and development takes place on both personal and professional levels: as the project has developed the awareness of children’s worldviews and the sense of interconnectedness with others has grown, adding an increasingly spiritual dimension to learning. This article argues that E4GC provides an effective vehicle for supporting the often‐overlooked spiritual dimension of children development.     

Fred Rogers and children’s spirituality: valuing the uniqueness of others and caring for others

Mister Rogers' Neighborhood was a safe haven advocating kindness, empathy, and caring for all children. Making everyone feel loved, Fred Rogers captured the attention and curiosity of young children across America with his compassionate manner, intentional listening skills, and respect for all individuals by encouraging children to feel good about themselves. This article explores the ministry of Fred Rogers and how his approach to children's spirituality focused on valuing the uniqueness of each individual, human connections through play, and caring for others by recognizing spiritual moments and teaching the whole child while appreciating the uniqueness of others. His genuine and patient presence had a healing quality, creating a world for children in which real learning and unconditional love could flourish. The messages of tolerance and acceptance by recognizing and respecting other's beliefs, and unconditional love and care, were beacons of hope for all.     

Reflection in pre-service teacher education: exploring the nature of four EFL pre-service teachers’ reflections

This year-long study examined the nature of reflections belonging to four EFL (English as a Foreign Language) pre-service teachers. It was longitudinal in nature, taking place during the phases of teachers’ initial observation, teaching practice, and entry into the teaching profession. This study aimed to investigate the nature of student-teachers’ individual reflections throughout the phases of school experience, teaching practice, and entry into the workplace. Data collection was facilitated via interviews conducted throughout the study’s duration, and the collected data were subsequently analyzed deductively using content analysis. In addition, the onion model of reflection of was employed for interpretation of the data. The findings of this interpretation indicated that although most of the reflections concerned environment, behavior, and competence (outer level of the onion model), some of the reflections nevertheless pertained to mission (inner level of the onion model). Moreover, an examination of participants’ individual reflection processes revealed that although reflections initially were outer-level in nature, by the end of the study they had become more inner-level-oriented.