Teachers as educational professionals contributing their living-educational-theories to the creation of the future

Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 (2021) Teachers as educational professionals contributing their living-educational-theories to the creation of the future. In: SY.N.THE.SI. The Heuristic Teachers’ Society Conference: An Outlook in the Future: Education in 2030 and the Role of the Teacher as a Professional, 11 September 2021, Online. (Unpublished)

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This paper recognises that what counts as ‘teacher professionalism’ is influenced by cultural, political, economic and historical contexts. The approach to ‘teacher professionalism’, used in this paper, is grounded in the assumption that all teachers have the capacity to generate explanations of their educational influences in learning as they explore the implications of asking, researching and answering questions of the kind, ‘How do I improve what I am doing?’ These explanations are defined as living-educational-theories. The livingeducational-theories of teachers, from different socioeconomic, political and cultural contexts, are presented to show how they are contributing to the creation of a future with lifeaffirming energy-flowing values of human flourishing. Digital visual data are used, with a method of empathetic resonance, to show how the embodied values of professional educators can be clarified and communicated. These values have been used as explanatory principles in explanations of educational influences in learning. The living-posters from participants from 14 different countries in the 2020, 1st International Conference of Living Educational Theory researchers, will be used to demonstrate how living-educational-theories have been generated in different contexts. It will be shown how these living-educational-theories are contributing to a global social movement of global citizens that is contributing to the creation of a future that protects the jobs of professions in education with life-affirming, energy flowing values of human flourishing. The 2030 Agenda of the United Nations for transforming out world is universal, applying to all countries and actors. It requires all nations to tackle our global crises. These include climate action, reduce unemployment, strengthen gender equality and promote peaceful societies. One of the 17 objectives is Quality of Education. This paper embraces a view of the professionalism of educators that includes a responsibility as active citizens to enhance the systemic influence of Living Educational Theory Research in the flourishing of humanity.

Item Type: Conference or Workshop Item (Paper)
Departments: Institute of Education > Initial Teacher Education
Depositing User: Anna Lupton
Date Deposited: 23 Mar 2023 15:40
Last Modified: 13 Jan 2024 12:32
URI: https://insight.cumbria.ac.uk/id/eprint/7005


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