| Much has been written of the development of a child as student, but little has been noticed of the development and growth of the teacher charged with the instruction of the student. This thesis explores the development of a teacher from novice to expert by broadly incorporating ideas within Flyvbjerg's Phronetic Social Science methodology. Initially utilizing Aristotle's intellectual virtues of epistemé, techné and phronésis; Dreyfus and Dreyfus's skill acquisition stages; as well as Bourdieu's notion of habitus formation as teacher enculturation; and power issues outlined by Foucault, a framework for understanding the characteristics of teacher development is explored and developed. Despite problems to the contrary, I explore my own case history as evidence through an auto-ethnographic narrative account of understandings and interpretations of what evolved through my own teaching career. While proposing no scientific theory for validation, this thesis, however, does begin the social discussion of teacher development to expert over time. |
