Journal article
Authors list: Lippitz, W; Levering, B
Publication year: 2002
Pages: 205-213
Journal: Teaching and Teacher Education
Volume number: 18
Issue number: 2
ISSN: 0742-051X
DOI Link: https://doi.org/10.1016/S0742-051X(01)00064-6
Publisher: Elsevier
Abstract:
The first school day is marked by strangeness: strange children and strange parents in a relatively strange institution and meet up with strange adults in the guise of teachers. What happens in this encounter between strangers? Is it reasonable to expect that strong and lasting relations are about to develop? Does the feeling of strangeness gradually disappear, or does this initial sense of strangeness frustrate the teacher's pedagogical understanding of the students? A critical pedagogical analysis and a phenomenological interpretation of a teacher's welcoming talk to children and parents on the first day of school are presented and compared. (C) 2002 Published by Elsevier Science Ltd.
Citation Styles
Harvard Citation style: Lippitz, W. and Levering, B. (2002) And now you are getting a teacher with such a long name ..., Teaching and Teacher Education, 18(2), pp. 205-213. https://doi.org/10.1016/S0742-051X(01)00064-6
APA Citation style: Lippitz, W., & Levering, B. (2002). And now you are getting a teacher with such a long name .... Teaching and Teacher Education. 18(2), 205-213. https://doi.org/10.1016/S0742-051X(01)00064-6
Keywords
critical pedagogy; pedagogical relationship; pedagogical understanding; phenomenological approach; strangeness; teacher-student relationship
