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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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The Discourse of Drama

Regulating Girls in an Icelandic School

Bergljót Thrastardóttir, Steinunn Helga Lárusdóttir, and Ingólfur Ásgeir Jóhannesson

In this article, we consider how girls are positioned in school by what we have chosen to call the discourse of drama. The widely held notion that Nordic girls have it all along with this drama discourse are seen to be the key narratives that reinforce a hegemonic form of girlhood. This ethnographic study focuses on the relations of students between the ages of 13 and 15 in the light of uninformed school staff-member practices. Our findings suggest that girls, despite living in what is seen to be a country that upholds gender equality, are silenced through this discourse of drama. We suggest that teacher education should lead to the facilitation of a gender-inclusive school environment free of stereotypical ideas of gender as a fixed binary.

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“Farmers Don't Dance”

The Construction of Gender in a Rural Scottish School

Fiona G. Menzies and Ninetta Santoro

understand how gender is not a natural taken-for-granted way of being, but a social construct, one that is discursively shaped by everyday practices, including those of schooling. Potentially, initial teacher education and continuing professional development

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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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Teatrum Mundi

Teaching Shakespeare Performance to Israeli Medical Students

Rebecca Gillis

cultural groups represented in the class and respect for their diversity and individual identities and beliefs. My aim, in keeping with the recommendations of the American Association for Teacher Education, is ‘to regard diversity as a valuable resource to

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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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“I’ll Do Business with Anyone”

Arab Teachers in Jewish Schools as a Disruptive Innovation

Rakefet Ron Erlich, Shahar Gindi, and Michal Hisherik

.01.007 Friedman , Isaac A. , and Efrat Kass . 2002 . “ Teacher Self-Efficacy: A Classroom-Organization Conceptualization .” Teaching and Teacher Education 18 ( 6 ): 675 – 686 . https://doi.org/10.1016/S0742-051X(02)00027-6 10.1016/S0742-051X(02

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Matias Thuen Jørgensen and Lena Brogaard

preparation program coherence in supporting candidate appropriation of the pedagogical tools of differentiated instruction ’, Teaching and Teacher Education 78 : 125 – 140 . https://doi.org/10.1016/J.TATE.2018.11.011 . 10.1016/j.tate.2018.11.011 de

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Nikolett Szelei

, ( 2014 ), ‘ Teacher Education Curriculum for Teaching Immigrant Students in Portuguese Schools ,’ Sustainable Multilingualism 4 : 132 – 48 . 10.7220/2335-2027.4.9 Observação das Migrações [Observation of Migrations] ( 2018 ), Indicadores de