The increased influence of neoliberalism in education has allowed the trend of evidence-based teaching to dominate professional development in many Western countries. Despite increased and persistent neoliberal measures in education, education critics argue that neoliberal reforms have a naive view of teaching. This narrowed neoliberal view both ignores the complexities involved in the everyday interaction between teacher and student and constrains the teacher’s judgement thereby limiting their contribution in the educational process. Many educators will note the significance of reflection in learning as essential and often emotional. However, the emotional experiences embedded in teacher reflections are often ignored, even discounted, in the discussion of teachers’ professional development. Investigating this phenomenon of emotions in teacher reflections, analysed by drawing on lifeworld theory, revealed how emotional experiences can be a resource in teachers’ professional development. To acknowledge teachers’ emotional experiences means recognizing that the teacher’s subjective and lived body is involved in the reflective and learning process of becoming professional.

中文翻译：

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在教学工作中发展敏感感和敏感感：通过对情感体验的反思进行专业发展

新自由主义在教育中的影响力日益增强，在许多西方国家，循证教学的趋势主导了专业发展。尽管在教育方面采取了越来越多的新自由主义措施，但教育评论家认为，新自由主义改革对教学持幼稚态度。这种狭neo的新自由主义观点既忽略了师生之间日常互动所涉及的复杂性，又限制了老师的判断力，从而限制了他们在教育过程中的贡献。许多教育工作者会注意到反思在学习中的重要性，因为情感是必不可少的，而且常常是情感的。但是，在教师专业发展的讨论中，嵌入在教师思考中的情感体验常常被忽略甚至被贬低。通过根据生活世界理论对教师反思中的这种情感现象进行研究，揭示了情感体验如何成为教师专业发展的一种资源。承认教师的情感经历意味着承认教师的主观和活泼的身体参与了成为专业人士的反思和学习过程。