Revisiting an Anti-Machiavellian model for teacher education
A critical perspective
Bibliographic Data
| ID | 6445867 |
|---|---|
| Authors | Jaber Kamali (0000-0003-4018-7597, Ibn Haldun University, corresponding author) |
| Year | 2024 |
| Volume | 17 |
| Issue | 1 |
| Pages | 96-112 |
| Publication date | 2024-01-08 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Power and Education (JOURNAL) |
| Journal identifiers | ISSN: 1757-7438 • E-ISSN: 1757-7438 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/17577438231225157 |
| OpenAlex | W4390686298 |
| Language | EN |
| References cited | 56 |
This study examines a borrowed concept from politics, that is, Machiavellian, in second language teacher education (SLTE), develops an anti-model to it, and explores teacher educators’ viewpoints about the developed model with an eye on critical aspects of teacher education, that is, Anti-Machiavellian. To do so, the literature on Machiavellian thoughts was studied thoroughly based on which a model was proposed and interview questions were constructed. Then, five Iranian expert teacher educators were selected based on non-random convenient sampling to attend individual extensive semi-structured interviews in which they discussed their opinions about the principles of Anti-Machiavellian SLTE. Adopting a thematic analysis, the data revealed that Anti-Machiavellian SLTE associates closely with critical teacher education where teacher education is context-specific, responsive to learners, dialogically engaging, reflective, and practical. The results of the in-depth interviews also indicated that Anti-Machiavellian SLTE is compatible with critical teacher education which, albeit widely advertised, is hard to practice
Context (archaeology · Epistemology · Mathematics education · Pedagogy · Perspective (graphical · Politics · Qualitative research · Social science · Sociology · Teacher education · Thematic analysis · Viewpoints · Computer Science · Philosophy · Psychology · Teacher Education and Leadership Studies
Reflective Teaching in Second Language Classrooms
The Malevolent Side of Human Nature
Research on teacher educators’ teacher identities
A large‐scale field experiment on occupational gender segregation and hiring discrimination
Researching Teacher Well-Being in Protracted Crises
Psychopathy and Machiavellianism
Pedagogy of discomfort’ and its ethical implications
The Messiness of Ethics in Education
Understanding gender bias in teachers’ grading
Mixed emotions
Reflective teaching and teacher education
The emotional practice of teaching
Even when it was hard, you pushed us to improve”
Transformative Innovation in teacher education
Ready to teach? A profile analysis of cognitive and motivational-affective teacher characteristics at the end of pre-service teacher education and the long-term effects on occupational well-being
Rethinking international cooperation in Higher Education Institutions, in the post Covid world from the student’s perspective
The role of emotion labor in English language teacher identity construction
The “cognitive-affective filter” in teacher development
Transnational language teachers’ emotional vulnerability and professional identity construction
Trust
Postmethod Discourse and Practice
An Examination of Culture Knowledge
Using thematic analysis in psychology
Who lies
Teaching Reflective Practice
Teacher Education for Critical Democracy
The Value of Critical Perspectives in Teacher Education
Governance and trust in higher education
Democracy's Nemesis
| Citation velocity | historical |
|---|---|
| Highly cited | No |