Theoretical Framework of Liberty in Teaching

• In Event: International Lens on Culturally Responsive Teaching

Abstract

The purpose of this paper is to examine the theoretical framework for the issue of liberty in teaching by drawing on discussions on negative liberty in political science. As the data source for this investigation, we examine our international collaboration of teacher education between Japanese and Vietnamese practitioners. The results show that Vietnamese teachers had tendencies to accept unfreedom in teaching and there was a path of professional growth via an emerging sense of ethical capability. The analysis was given by using the four statuses of negative liberty: possible to do, incapable to do, prevented from to do, and unprevented from to do. The study suggests a need for more research of micro-political approach for the study on teacher education.

Author

• Atsushi Tsukui, International Development Center of Japan