, and internalised personal professional virtues, motivated by a value commitment to public service ( Drydal Solbrekke & Karseth, 2006 ), and the draw of the intrinsic meanings of professional work.
Thus, the version of professionalism and associated pedagogy advanced in this chapter seeks to advance
significant component, but it’s only a component of some one’s life. Charles
Car Travel as a Space for Developing Practice Capabilities and Enhancing Wellbeing
In this section, car travel has been revealed as a significant learning space that fostered holistic student development during clinical
emphasis on real contexts was added This was synonymous with “mathematics for life,” something that everyone would agree on. The reformers felt it necessary to design an “image” of the curriculum that would allow its proper “marketing.” Working with real contexts, however, did not obey only to a political
living in poverty and was labelled a “failing” school in 2011 because its standardised mathematics test scores fell in the bottom 5% of schools across the state. When schools fail by measure of test scores, both academic and public discourse about such failure can generate a view of the professionals who
are dialogically developed in the interface between their intimate terrain and the practices and discourses to which they are exposed in the present. On this basis, we conceptualize a teacher’s professional identity as “a set of self-understandings related to ways of being, living, and projecting into
most of these theories inadequately explain the existence of real dilemmas in practical living in that they tend to undervalue either the place of history or the thinking and argumentation of individuals. Rather than presenting dilemma as a genuine struggle for the individual or as playing a
Creativity is a central source of meaning in our lives … most of the things that are interesting, important, and human are the results of creativity. … when we are involved in it, we feel that we are living more fully than during the rest of life. ( Csikszentmihalyi, 2013 , pp. 1
university as a catalyst for economic and industrial success.
Many of these advisory narratives, motivated primarily by a concern with the economic measurement and impact of higher education, have focused on the university as a training ground for a future workforce. We recognise that in certain industry
one’s life dream will require a longer and committed pathway. Agency then can be understood to relate closely with time and situatedness. Hitlin and Elder (2007) have developed a useful framework to think about agency as self in relation to time. They suggest analysing agency through a temporal lens
game narrative. Positionality was also an important aspect. The word “imagine” transports the action out of the game narrative and into an imaginary situation. Lucas commutes from the role of a student interacting with his teacher and presenting an argument to the position of a game character livinga