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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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“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

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 be preserved and extended rather than

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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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Yves Laberge

ways of reasoning. This rich book is obviously made for innovative teachers and scholars in teacher education; the coeditors insist on the importance of encouraging a dynamic trend in education that leads to motivation for change and civic action among

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Fatima Khan, Claudia Mitchell, and Marni Sommer

substance and politics of women’s concerns’ (2000: 255). Moreover, gender equality work in teacher education cannot only focus on teaching strategies to encourage girls’ participation, but must connect with teachers’ own gender perspectives, concerns

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Introduction

Theorizing Boys’ Literacies and Boys’ Literatures in Contemporary Times

Garth Stahl and Cynthia Brock

. doi:10.1108/ETPC-06-2015-0050 . Cervetti , Gina , James Damico , and P. David Pearson 2006 . “ Multiple Literacies, New Literacies, and Teacher Education .” Theory into Practice 45 ( 4 ): 378 – 386 . doi:10.1207/s15430421tip4504_12 . 10

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Monica Reichenberg

Expectations?” Journal of Science Teacher Education 18, no. 4 (2007):599–628. 5 Sture Långström, “Författarröst Och Lärobokstradition: En Historiedidaktisk Studie” (PhD diss., Umeå universitet, 1997). 6 Ibid. 7 Päivi Atjonen, Irmeli Halinen, Seppo Hämäläinen

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Time and Space in Time and Space

Mapping the Conceptual History of Mental Maps and Historical Consciousness

Janne Holmén

include all relevant publications, even when several digital libraries are combined. For example, the fact that the curricula and instructions from teacher education colleges I have found where mental maps are mentioned are Californian does not