Learning the Emotional Rules of Teaching: A Foucauldian Analysis of Ethical Self-formation in Pre-service Teacher Education
dc.contributor.author | Karnovsky, Saul Adam | |
dc.contributor.supervisor | Susan Beltman | en_US |
dc.contributor.supervisor | Brad Gobby | en_US |
dc.date.accessioned | 2020-11-13T05:01:29Z | |
dc.date.available | 2020-11-13T05:01:29Z | |
dc.date.issued | 2020 | en_US |
dc.identifier.uri | http://hdl.handle.net/20.500.11937/81668 | |
dc.description.abstract |
The thesis explores how pre-service teachers learn the emotional norms of the profession. Using a post-structural theoretical frame to analyse longitudinal qualitative data, examination is focused upon how professional subjectivities of pre-service teachers are shaped during an initial teacher education course. Learning emotional rules produces both professionally normalised emotional conduct as well as practices of self-care as participants cultivate a teaching persona. The thesis argues for a rethinking and re-theorising of emotions in teacher education. | en_US |
dc.publisher | Curtin University | en_US |
dc.title | Learning the Emotional Rules of Teaching: A Foucauldian Analysis of Ethical Self-formation in Pre-service Teacher Education | en_US |
dc.type | Thesis | en_US |
dcterms.educationLevel | PhD | en_US |
curtin.department | School of Education | en_US |
curtin.accessStatus | Open access | en_US |
curtin.faculty | Humanities | en_US |
curtin.contributor.orcid | Karnovsky, Saul Adam [0000-0002-8778-3479] | en_US |