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.

中文翻译：

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学生教师讲故事：反对教育中的新自由主义

每天的教学都涉及情感和关系上的非理性，而教学敏感性和理性的这些方面对于初任教师发展自己的实践至关重要。从一种工具式的师范教育方法中，往往难以掌握教学手段的复杂要素，而后者强调主题知识和实践行为知识。瑞典越来越多的教育标准化和新的教师培训范式导致未来的教师定位为仅负责交流官方学校知识和评估他们的学习过程。对教师实践的这种狭narrow的理解需要阐明另一种教学观点。本文从现象学的角度探讨了初任教师的实习情况，利用教师教育中的讲故事作为揭示学生教师生活经历的一种方式。这些初任教师正在学习专业的生存方式，这揭示了教学的复杂性，他们的论述有可能抵消新自由主义在教育中的主导地位。