Everyday teaching involves emotional and relational irrationalities, and these aspects of pedagogical sensitivity and sense are critical for beginning teachers as they develop their practice. The complex elements of what it means to teach are often impossible to grasp from an instrumental approach to teacher education, which emphasizes subject matter knowledge and practical behavioral know-how. Increased educational standardisation and a new teacher training paradigm in Sweden have resulted in positioning future teachers as responsible only for communicating official school knowledge and (...) assessing their learning process. This narrowed understanding of teachers’ practice requires another perspective of teaching to be articulated. This article explores the internships of beginning teachers from a phenomenological perspective, drawing on storytelling in teacher education as a way to reveal student teachers’ lived experiences. These beginning teachers are learning professional ways of being, which reveal the complexities of teaching, and their accounts have the potential to counter the dominance of neoliberalism in education. (shrink)

Exploring teaching as an upper secondary school teacher through lived experience offers pedagogical insights that have been challenged over a period of 25 years, when neoliberal educational policies gradually transformed the conditions for teaching in Swedish schools. The article is grounded in the assumption that the teaching profession is complex and there are multiple tacit dimensions inherent in being and becoming a teacher. Several of these dimensions are captured by the notion of pedagogical tact and have to be learned through (...) practice. However, over the past few decades, the implementation of neoliberal policies in the Swedish education sector have changed the conditions for teaching, and created an area of tension between the teacher’s pedagogical alignment and the educational practices influenced by neoliberal values. The aim of the study is to describe how the author experienced these tensions, and what they meant for her becoming and being a teacher in three different pedagogical sites: a higher education preparatory program, a vocational preparatory program, and in adult education. The description is grounded in the lifeworld phenomenological approach and carried out through personal narrative. (shrink)