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In this self-study, I reflect critically on a chain of emotional support linking a preservice philosophy teacher, a pedagogical instructor, a school counselor, and a high school student during the first COVID-19 lockdown. With the help of a critical friend, I focus on my role as the preservice teacher's pedagogical instructor and examine the particular challenges and new opportunities granted to this professional and personal chain of response and responsibility under the conditions of remote learning. My interviews with the preservice teacher and a senior counselor revealed two main themes, which are also central objectives of my work in teacher education: integration of social emotional learning into subject matter contents and integration of preservice teachers into school staff during practical training. These two objectives merge in a holistic approach to teacher education. I suggest that teacher-educators should recognize three aspects of teaching in conditions of social distancing: the greater need for emotional support, unique obstacles to giving support, and new ways to overcome these obstacles. Additionally, I argue that we should embrace the new possibilities that digital channels offer us for creating intimacy and accessibility in our relationships with our students.

Teachers are necessarily free. The present article discusses the dual meaning of this necessity. The first meaning relates to freedom as an inevitable aspect of the actual reality in the classroom (the "is"); the second to teachers' freedom as the ideal condition, or a prerequisite for optimal teaching (the "ought"). Existentialist philosopher Jean-Paul Sartre argued that human beings are "condemned to be free" and demanded that freedom be considered an imperative value. Philosopher of education Joseph Schwab, who analysed the practical nature of teaching, concluded that teachers make choices every minute in the classroom, and demanded that their autonomy be expanded. This article identifies parallels between these two philosophical moves and suggests complementing features. Sartre adds universal depth to Schwab's portrait of teachers, proving them to be an extreme expression of the human condition. Schwab provides Sartre's analysis with concrete validation and practical suggestions for implementation. Combining these two approaches can further establish the importance of teacher autonomy and offer a unique conceptualisation of teacher agency as a partial response to the crisis of education in the postmodern era.

In this self-study, I reflect critically on a chain of emotional support linking a preservice philosophy teacher, a pedagogical instructor, a school counselor, and a high school student during the first COVID-19 lockdown. With the help of a critical friend, I focus on my role as the preservice teacher's pedagogical instructor and examine the particular challenges and new opportunities granted to this professional and personal chain of response and responsibility under the conditions of remote learning. My interviews with the preservice teacher and a senior counselor revealed two main themes, which are also central objectives of my work in teacher education: integration of social emotional learning into subject matter contents and integration of preservice teachers into school staff during practical training. These two objectives merge in a holistic approach to teacher education. I suggest that teacher-educators should recognize three aspects of teaching in conditions of social distancing: the greater need for emotional support, unique obstacles to giving support, and new ways to overcome these obstacles. Additionally, I argue that we should embrace the new possibilities that digital channels offer us for creating intimacy and accessibility in our relationships with our students., Introduction The self-study described here was inspired by an event during the COVID-19 pandemic, involving a high school student, a preservice teacher, the preservice teacher's pedagogical instructor (PI), an educational [...]

This self-study examines my work as a teacher of "Moral Preparation for the Army," a program inspired by Freire and implemented in an Israeli public high school. Together with a fellow teacher educator serving as critical friend, I reflected on my practice through memory-work, and analyzed it in light of critical pedagogy. Looking back, I acknowledged Freire's inspiration: offering complex conceptions on sociopolitical issues and encouraging me to inquire into my ideological objectives and question the openness of my dialogue. The result is a novel interpretation of the critical pedagogue's role, providing insights for teacher educators on how to teach Freirean pedagogy and how to guide their student teachers to maintain an ethics of diversity and inclusion, particularly when facing anti-democratic threats.

Can teachers promote a change? Are teachers free in their work? In the first part of this article I present a theoretical answer to these two questions and show the relation between them, based on the theories of two thinkers. Paulo Freire and Joseph Schwab teach us that teachers are autonomous and that they can lead processes of change in the school system as well as in society. Films about teachers can inspire teachers to dare to use the freedom they have in class and to be promoters of change. On the other hand, the same movies may also instill in teachers doubts regarding their own competence to create change and fears of the outcomes of such a change. In the second part of the article, I raise awareness of the various overt and elusive messages present in movies about teachers, I discuss several examples, and I suggest a few warnings and recommendations regarding how teacher education programs might approach and utilize films about teachers so as to support the teachers' self-image as autonomous and capable of social transformation.

A "polyphonic attitude" is the ability to hear varying voices and to integrate them simultaneously. In this article, I show how both written texts and living classrooms are pluralistic, and I use the auditory metaphor of polyphony to explore the nature of this plurality. Based on this analysis, I suggest that strengthening the teacher's tendency and ability to handle this polyphony will make them better teachers, on both the academic sphere of enhancing literacy and the professional level of managing their classes. Finally, I suggest a few practical methods for teaching texts in philosophy of education and for holding reflective analysis within teacher training courses.

One of the main educational challenges we still face today--more than ever--is the humanistic challenge, namely how to promote humanistic moral values, how to strengthen in students the motivation to be morally active, and especially how to help them recognize the other as a human subject. I adopt Nel Noddings' approach of relational ethics of care as a solution to the problem of motivation. I elaborate on her approach while presenting the concept of the embodied human subject posited by Merleau-Ponty as an additional channel for communication and empathy between people. The embodied subjectivity serves also as a solution for the problem of recognition. I offer some practical recommendations that apply Merleau-Ponty's analysis to the practice of moral education.

In this self-study, I reflect critically on a chain of emotional support linking a preservice philosophy teacher, a pedagogical instructor, a school counselor, and a high school student during the first COVID-19 lockdown. With the help of a critical friend, I focus on my role as the preservice teacher's pedagogical instructor and examine the particular challenges and new opportunities granted to this professional and personal chain of response and responsibility under the conditions of remote learning. My interviews with the preservice teacher and a senior counselor revealed two main themes, which are also central objectives of my work in teacher education: integration of social emotional learning into subject matter contents and integration of preservice teachers into school staff during practical training. These two objectives merge in a holistic approach to teacher education. I suggest that teacher-educators should recognize three aspects of teaching in conditions of social distancing: the greater need for emotional support, unique obstacles to giving support, and new ways to overcome these obstacles. Additionally, I argue that we should embrace the new possibilities that digital channels offer us for creating intimacy and accessibility in our relationships with our students. [ABSTRACT FROM AUTHOR]