The Educator, Interrupted
Abstract Emerging from the suggestion that initial teacher education in Ireland shift to a version of the clinical school model, I ask how can we think about the in-school experience of student teachers in terms of those capabilities which promote subjectivity? In this paper I share a philosophical perspective on the educational value of the in-school experience during initial teacher education. I suggest that the university’s presence in school ought to be carefully considered. A closer relationship has implications for the breadth and possibility of the in-school experience of student teachers, and as such the development of the educator’s sense of their own significance and the significance of others. I do so by engaging with the philosophy of Hannah Arendt on plurality and beginnings, and Gert Biesta on subjectification and ‘subject-ness’, to consider the significance of the nature of existence in the world to the development of the individual as a subject of freedom and responsibility. Interruption is proposed as an educational capability, which contributes in a meaningful way to life as an educator in the world of the school and requires open authentic real-world experience to flourish. We can be interrupted from outside, interrupt another person or a moment, or interrupt ourselves from within. It calls for a slowing down, for listening and attention. Interruption recurs. Furthermore, the educator may be the one who interrupts, who resists. The educator capable of Interruption values pause and consideration, foregrounding thoughtful resistance, and taking their place as a subject in the world.
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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). The Educator, Interrupted. Teoría De La Educación. Revista Interuniversitaria, 35(1), 19–38. https://doi.org/10.14201/teri.29418
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