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Barbara Madeloni

Neoliberal policies in teacher education marginalise faculty voice, narrow conceptions of teaching and learning and redefine how we know ourselves, our students and our work. Pressured within audit culture and the constant surveillance of accountability regimes to participate in practices that dehumanise, silence and de-form education, teacher educators are caught between compliance and complicity or the potential and risks of resistance. Written from my lived experience within the neoliberal regime of teacher education, this article examines the vulnerabilities, fears and risks that shape our choices, as well as the possibilities for ethical, answerable action.

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Shih-Hsiung Liu

information ( Rogoff 1990 ; Vygotsky 1978 ). Teacher education students who undertake dialogue-based learning for education-related topics may potentially develop a more profound understanding than students who do not. Dialogue-based peer learning (DBPL

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Introduction

Digital Media and Contested Visions of Education

Wesley Shumar and Susan Wright

Africa can access the World Wide Web ( Parr 2013 ). The U.K.’s Open University’s ‘open distance learning approach’ develops materials suitable for mobiles or for printing in hard copies. According to its own website, the Teacher Education in Sub

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Creating a reflective space in higher education

The case of a Swedish course for professional principals

Katina Thelin

Process ( Boston : Heath & Co ). Darling-Hammond , L. ( 2006 ), Powerful Teacher Education ( San Francisco, CA : Jossey-Bass ). Ellström , P. ( 2006 ), ‘ Two logics of learning ’, in E. Antonacopoulou , P. Jarvis , V. Andersen , B

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Enacting inclusivity in the preparation of emerging scholars

A response to programme reform in higher education

Saran Stewart, Chayla Haynes, and Kristin Deal

), ‘ Aggressive and tender navigations: teacher educators confront whiteness in their practice ’, Journal of Teacher Education 61 , no. 3 : 225 – 236 . https://doi.org/10.1177/0022487109359776 . 10.1177/0022487109359776 hooks , b . ( 1994 ), Teaching to

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Relocalising academic literacy

Diversity, writing and collective learning in an international Master’s programme

Nana Clemensen and Lars Holm

embraced the collaborative model at the time of our interviews with them (early in the second semester), forming and engaging themselves in groups of their own: Agata: In my previous [teacher] education I would trust only myself or notes from someone

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Jacqui Close

.C. ( 2016 ) ‘ Poverty and the ideological imperative: A call to unhook from deficit and grit ideology and to strive for structural ideology in teacher education ’, Journal of Education for Teaching 42 , no. 4 : 378 – 386 . 10

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Sangeeta Bagga-Gupta, Giulia Messina Dahlberg, and Sylvi Vigmo

, pointing to the dialectic of policy and practice framings: a deaf student was prevented from completing an English-language course as part of their teacher education programme because the special pedagogical arrangements at the institution did not include

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Aimee Haley

than whole programmes and are mostly in the areas of teacher education, healthcare and vocational education ( SOU 2015 ). Higher education and migration With academic programmes offered through distance education being limited in Sweden as in

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Becoming a global citizen?

Developing community-facing learning in the social sciences

Jane Booth

: Association of Commonwealth Universities ). Baldwin , S. C. , A. M. Buchanan and M. E. Rudisill ( 2007 ), ‘ What teacher candidates learned about diversity, social justice, and themselves from service-learning experiences ’, Journal of Teacher