Being a 'Fun' Teacher: An Interaction Ritual Chains Approach

Autor/in	LeBlanc, Robert
Titel	Being a 'Fun' Teacher: An Interaction Ritual Chains Approach
Quelle	In: Journal of Curriculum and Pedagogy, 20 (2023) 3, S.188-205 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (LeBlanc, Robert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1550-5170
DOI	10.1080/15505170.2021.2004957
Schlagwörter	Teacher Education; Teacher Characteristics; Teacher Attitudes; Positive Attitudes; Psychological Patterns + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Lehrerverhalten
Abstract	In this article, I leverage the sociological insights of Randall Collins to examine contemporary accounts of "fun teaching" in teacher education: the pervasive mood of "fun," "energy," and "enthusiasm" in North American education faculties and popular teacher professional development literature. Focusing on Collins' micro-sociological account of emotional energy in face-to-face interaction, I ask: What are the situational dynamics of "fun" teaching? Why have the related discourses of "fun," "energy," and "enthusiasm" become the obligatory mood of teaching and teacher education? As a starting point, I examine the highly-trafficked teacher professional development resource, "Teach like a PIRATE" (Burgess, 2012), and consider how an interaction ritual chains approach helps us understand underlying conceptions of "fun" as a situational dynamic. I conclude by outlining the implications of our current focus on "fun teaching" in a digitally-mediated world for scholars working in teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01