Revisiting an Anti-Machiavellian model for teacher education: A critical perspective

J. Kamali
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Abstract

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.
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重新审视教师教育的反马基雅维利模式:批判性视角
本研究探讨了在第二语言教师教育(SLTE)中借用的一个政治学概念,即马基雅维里思想,提出了一个反马基雅维里思想的模式,并从教师教育的关键方面,即反马基雅维里思想出发,探讨了教师教育者对所提出模式的观点。为此,对有关马基雅维里思想的文献进行了深入研究,并在此基础上提出了一个模型和访谈问题。然后,在非随机方便抽样的基础上,选取了五名伊朗教师教育专家,对他们进行了广泛的半结构式访谈,讨论了他们对反马基雅维里式 SLTE 原则的看法。通过主题分析,数据显示反马基雅维利式 SLTE 与批判性教师教育密切相关,在批判性教师教育中,教师教育是针对具体情境的、对学习者做出回应的、对话性的、反思性的和实践性的。深度访谈的结果还表明,反马基亚维利主义的 SLTE 与批判性师范教育是一致的,尽管批判性师范教育被广泛宣传,但却很难实践。
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Revisiting an Anti-Machiavellian model for teacher education: A critical perspective Kazakhstan’s nationalistic globalism: Paradox, language, and higher education
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