A Time to Pause and Ponder: creating meaning in education

Peer Daugbjerg, Christopher Spencer

Research output: Contribution to journalJournal articleResearchpeer-review


In this paper the authors share experiences from teacher education in the UK and
Denmark. They apply methodologies for supporting teacher students from initial
exposure to the classroom setting, through training programmes and into the early stages
of their professional work. They use Frankl’s notion of meaning making through encountering and doing deeds as eminent ways of creating meaning in education. They demonstrate how two similar but also different methods i.e. narrative inquiry and selfstudy can create basis for exposing meaning-making among teacher students and teacher
educators. They conclude that within education meaning is created in the engagement with the world and the persons inhabiting this world.
Original languageEnglish
JournalJournal of the European Teacher Education Network
Pages (from-to)92-105
Number of pages14
Publication statusPublished - 2018


  • education, professions and jobs
  • doing work
  • encountering
  • engagement
  • meaning-making
  • professional development
  • reflective learning
  • teacher education


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