El Educador, interrumpido
Resumen Partiendo de la propuesta de cambio de la formación inicial del personal docente en Irlanda hacia una versión del modelo pedagógico clínico, me pregunto cómo podemos pensar en la experiencia en la escuela de los futuros profesores en lo que respecta a aquellas capacidades que promueven la subjetividad. En este artículo comparto una perspectiva filosófica sobre el valor educativo de la experiencia en escuelas durante la formación inicial del profesorado. En mi opinión, la presencia de la universidad en la escuela debería examinarse detenidamente. Una relación más estrecha repercute en la amplitud y la posibilidad de la experiencia escolar de los futuros profesores, y como tal, en el desarrollo de la percepción del educador de su propia importancia y de la importancia de los otros. Lo hago recurriendo a la filosofía de Hannah Arendt sobre la pluralidad y los comienzos, y de Gert Biesta sobre la subjetivación y la «des-subjetivación», para considerar la importancia de la naturaleza de la existencia en el mundo para el desarrollo del individuo como un sujeto de libertad y responsabilidad. La Interrupción se propone como una capacidad educativa, que contribuye de manera significativa a la vida como educador en el mundo de la escuela y precisa de una auténtica experiencia abierta en el mundo real para prosperar. Podemos ser interrumpidos desde fuera, interrumpir a otra persona o un momento, o interrumpirnos a nosotros mismos desde nuestro interior. Es un llamamiento a la desaceleración, a la escucha y a la atención. La Interrupción se repite. Además, el educador puede ser quien interrumpe, quien resiste. El educador con capacidad de Interrupción valora la pausa y la consideración, enfatizando una resistencia reflexiva y ocupando su lugar como sujeto en el mundo.
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Arendt, H. (1958). The Human Condition. The University of Chicago Press.
Arendt, H. (1977). Between Past and Future: Eight Exercises in Political Thought. Penguin Books.
Biesta, G. (2006). Beyond Learning: Democratic Education for a Human Future. Routledge.
Biesta, G. (2010a). Five Theses on Complexity Reduction and its Politics. In G. Biesta & D. Osberg (Eds.), Complexity Theory and the Politics of Education (pp. 5–13). Sense Publishers.
Biesta, G. (2010b). Good Education in an Age of Measurement: Ethics, Politics, Democracy. Paradigm Publishers.
Biesta, G. (2013). The Beautiful Risk of Education. Paradigm Publishers.
Biesta, G. (2017). The Rediscovery of Teaching. Routledge.
Biesta, G. (2018). What if? Art education beyond expression and creativity. In C. Naughton, G. Biesta & D. R. Cole (Eds.), Art, Artists and Pedagogy: Philosophy and The Arts in Education (pp. 11–20). Routledge.
Biesta, G. (2020). Risking Ourselves in Education: Qualification, Socialization, and Subjectification Revisited. Educational Theory, 70(1), 89–104. https://doi.org/10.1111/edth.12411
Britzman, D. P. (2003). Practice Makes Practice: A critical study of learning to teach (Revised). State University of New York Press.
Burn, K., & Mutton, T. (2015). A review of ‘research-informed clinical practice’ in Initial Teacher Education. Oxford Review of Education, 41(2), 217–233. https://doi.org/10.1080/03054985.2015.1020104
Council for Creative Education Finland [Online]. (2021). https://www.ccefinland.org/finedu
English, A. R. (2013). Discontinuity in Learning: Dewey, Herbart, and Education as Transformation. Cambridge University Press.
Furman, C. E. (2020). Interruptions: Cultivating Truth-Telling as Resistance with Pre-service Teachers. Studies in Philosophy and Education, 39(1), 1–17. https://doi.org/10.1007/s11217-019-09681-0
Hall, K., Murphy, R., Rutherford, V., & Ní Áingléis, B. (2018). School Placement in Initial Teacher Education. University College Cork.
Mahon, Á. (2016). Stanley Cavell, Shakespeare and ‘The Event’ of Reading. JOMEC Journal, 10, 43–52. https://doi.org/10.18573/j.2016.10085
Mahon, Á., & O’Brien, E. (2018). Risky Subjectivities in Philip Pullman’s Northern Lights. Studies in Philosophy and Education, 37(2), 181–193. https://doi.org/10.1007/s11217-017-9581-4
Naughton, C., & Cole, D. R. (2018). Philosophy and Pedagogy in Arts Education. In C. Naughton, G. Biesta, & D. R. Cole (Eds.), Art, Artists and Pedagogy: Philosophy and the Arts in Education (Ebook Edition, pp. 1–10). Routledge.
Nussbaum, M. C. (2011). Creating Capabilities: The Human Development Approach. The Belknap Press of Harvard University Press.
Osberg, D., & Biesta, G. (2021). Beyond curriculum: Groundwork for a non-instrumental theory of education. Educational Philosophy and Theory, 53(1), 57–70. https://doi.org/10.1080/00131857.2020.1750362.
Raiker, A. (2011). Finish university training schools: Principles and pedagogy. Bedfordshire: University of Bedfordshire.
Rorty, R. (1999). Philosophy and Social Hope. Penguin Books.
Sahlberg, P. (2010). The Secret to Finland’s Success: Educating Teachers. Stanford Center for Opportunity Policy in Education. https://edpolicy.stanford.edu/sites/default/files/publications/secret-finland%E2%80%99s-success-educating-teachers.pdf
Sahlberg, P. (2012). Report of the International Review Panel on the Structure of Initial Teacher Education Provision in Ireland. Department of Education and Skills. https://www.gov.ie/en/publication/0ef415-report-of-the-international-review-panel-on-the-structure-of-initial/
Sahlberg, P. (2018). The Structure of Teacher Education in Ireland: Review of Progress in Implementing Reform. Higher Education Authority of Ireland. https://hea.ie/assets/uploads/2019/05/HEA-Structure-of-Teacher-Education.pdf
The Teaching Council. (2013). Guidelines on School Placement (First Edition). https://www.teachingcouncil.ie/en/publications/ite-professional-accreditation/guidelines-on-school-placement.pdf
The Teaching Council. (2020). Céim: Standards for Initial Teacher Education. https://www.teachingcouncil.ie/en/news-events/latest-news/ceim-standards-for-initial-teacher-education.pdf
Warner, A. R., Houston, W. R., & Cooper, J. M. (1977). Rethinking the Clinical Concept in Teacher Education. Journal of Teacher Education, 28(1), 15–18. https://doi.org/10.1177/002248717702800104
Arendt, H. (1977). Between Past and Future: Eight Exercises in Political Thought. Penguin Books.
Biesta, G. (2006). Beyond Learning: Democratic Education for a Human Future. Routledge.
Biesta, G. (2010a). Five Theses on Complexity Reduction and its Politics. In G. Biesta & D. Osberg (Eds.), Complexity Theory and the Politics of Education (pp. 5–13). Sense Publishers.
Biesta, G. (2010b). Good Education in an Age of Measurement: Ethics, Politics, Democracy. Paradigm Publishers.
Biesta, G. (2013). The Beautiful Risk of Education. Paradigm Publishers.
Biesta, G. (2017). The Rediscovery of Teaching. Routledge.
Biesta, G. (2018). What if? Art education beyond expression and creativity. In C. Naughton, G. Biesta & D. R. Cole (Eds.), Art, Artists and Pedagogy: Philosophy and The Arts in Education (pp. 11–20). Routledge.
Biesta, G. (2020). Risking Ourselves in Education: Qualification, Socialization, and Subjectification Revisited. Educational Theory, 70(1), 89–104. https://doi.org/10.1111/edth.12411
Britzman, D. P. (2003). Practice Makes Practice: A critical study of learning to teach (Revised). State University of New York Press.
Burn, K., & Mutton, T. (2015). A review of ‘research-informed clinical practice’ in Initial Teacher Education. Oxford Review of Education, 41(2), 217–233. https://doi.org/10.1080/03054985.2015.1020104
Council for Creative Education Finland [Online]. (2021). https://www.ccefinland.org/finedu
English, A. R. (2013). Discontinuity in Learning: Dewey, Herbart, and Education as Transformation. Cambridge University Press.
Furman, C. E. (2020). Interruptions: Cultivating Truth-Telling as Resistance with Pre-service Teachers. Studies in Philosophy and Education, 39(1), 1–17. https://doi.org/10.1007/s11217-019-09681-0
Hall, K., Murphy, R., Rutherford, V., & Ní Áingléis, B. (2018). School Placement in Initial Teacher Education. University College Cork.
Mahon, Á. (2016). Stanley Cavell, Shakespeare and ‘The Event’ of Reading. JOMEC Journal, 10, 43–52. https://doi.org/10.18573/j.2016.10085
Mahon, Á., & O’Brien, E. (2018). Risky Subjectivities in Philip Pullman’s Northern Lights. Studies in Philosophy and Education, 37(2), 181–193. https://doi.org/10.1007/s11217-017-9581-4
Naughton, C., & Cole, D. R. (2018). Philosophy and Pedagogy in Arts Education. In C. Naughton, G. Biesta, & D. R. Cole (Eds.), Art, Artists and Pedagogy: Philosophy and the Arts in Education (Ebook Edition, pp. 1–10). Routledge.
Nussbaum, M. C. (2011). Creating Capabilities: The Human Development Approach. The Belknap Press of Harvard University Press.
Osberg, D., & Biesta, G. (2021). Beyond curriculum: Groundwork for a non-instrumental theory of education. Educational Philosophy and Theory, 53(1), 57–70. https://doi.org/10.1080/00131857.2020.1750362.
Raiker, A. (2011). Finish university training schools: Principles and pedagogy. Bedfordshire: University of Bedfordshire.
Rorty, R. (1999). Philosophy and Social Hope. Penguin Books.
Sahlberg, P. (2010). The Secret to Finland’s Success: Educating Teachers. Stanford Center for Opportunity Policy in Education. https://edpolicy.stanford.edu/sites/default/files/publications/secret-finland%E2%80%99s-success-educating-teachers.pdf
Sahlberg, P. (2012). Report of the International Review Panel on the Structure of Initial Teacher Education Provision in Ireland. Department of Education and Skills. https://www.gov.ie/en/publication/0ef415-report-of-the-international-review-panel-on-the-structure-of-initial/
Sahlberg, P. (2018). The Structure of Teacher Education in Ireland: Review of Progress in Implementing Reform. Higher Education Authority of Ireland. https://hea.ie/assets/uploads/2019/05/HEA-Structure-of-Teacher-Education.pdf
The Teaching Council. (2013). Guidelines on School Placement (First Edition). https://www.teachingcouncil.ie/en/publications/ite-professional-accreditation/guidelines-on-school-placement.pdf
The Teaching Council. (2020). Céim: Standards for Initial Teacher Education. https://www.teachingcouncil.ie/en/news-events/latest-news/ceim-standards-for-initial-teacher-education.pdf
Warner, A. R., Houston, W. R., & Cooper, J. M. (1977). Rethinking the Clinical Concept in Teacher Education. Journal of Teacher Education, 28(1), 15–18. https://doi.org/10.1177/002248717702800104
O’Brien, E. (2023). El Educador, interrumpido. Teoría De La Educación. Revista Interuniversitaria, 35(1), 19–38. https://doi.org/10.14201/teri.29418
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