2.50
Hdl Handle:
http://hdl.handle.net/2436/26400
Title:
Conundrums of our own making: critical pedagogy and trainee further education teachers
Authors:
Avis, James; Bathmaker, Ann-marie; Kendall, Alex; Parsons, John
Abstract:
This article examines the experiences and understandings of a group of fulltime further education (FE) trainee teachers in a university in the English Midlands. The article places the research within its socio-economic and discursive context as well as drawing out parallels with earlier work on FE trainee teachers. The main thrust of the article is concerned with constructions of critical pedagogy and learning and examines the relation of trainees to such constructions. It compares a model of critical practice with trainee teachers' accounts of their practice. It concludes by arguing that it is not enough to hold to an ethic of care or even a concern to engage students, and that there is a wider politics inscribed within pedagogic practice. A critical pedagogy would seek to question the wider social structure that generates systematic inequality.
Citation:
Teacher Development, 7(2): 191-209
Publisher:
Routledge (Taylor & Francis)
Journal:
Teacher Development
Issue Date:
2003
URI:
http://hdl.handle.net/2436/26400
DOI:
10.1080/13664530300200198
Additional Links:
http://www.informaworld.com/smpp/content~content=a751265099~db=all~order=page
Type:
Article
Language:
en
ISSN:
13664530; 17475120
Appears in Collections:
Professional and Adult Learning

Full metadata record

DC FieldValue Language
dc.contributor.authorAvis, James-
dc.contributor.authorBathmaker, Ann-marie-
dc.contributor.authorKendall, Alex-
dc.contributor.authorParsons, John-
dc.date.accessioned2008-05-16T09:03:43Z-
dc.date.available2008-05-16T09:03:43Z-
dc.date.issued2003-
dc.identifier.citationTeacher Development, 7(2): 191-209en
dc.identifier.issn13664530-
dc.identifier.issn17475120-
dc.identifier.doi10.1080/13664530300200198-
dc.identifier.urihttp://hdl.handle.net/2436/26400-
dc.description.abstractThis article examines the experiences and understandings of a group of fulltime further education (FE) trainee teachers in a university in the English Midlands. The article places the research within its socio-economic and discursive context as well as drawing out parallels with earlier work on FE trainee teachers. The main thrust of the article is concerned with constructions of critical pedagogy and learning and examines the relation of trainees to such constructions. It compares a model of critical practice with trainee teachers' accounts of their practice. It concludes by arguing that it is not enough to hold to an ethic of care or even a concern to engage students, and that there is a wider politics inscribed within pedagogic practice. A critical pedagogy would seek to question the wider social structure that generates systematic inequality.en
dc.language.isoenen
dc.publisherRoutledge (Taylor & Francis)en
dc.relation.urlhttp://www.informaworld.com/smpp/content~content=a751265099~db=all~order=pageen
dc.subjectTeacher educationen
dc.subjectFurther educationen
dc.subjectUniversitiesen
dc.subjectMidlands regionen
dc.subjectPedagogyen
dc.titleConundrums of our own making: critical pedagogy and trainee further education teachersen
dc.typeArticleen
dc.identifier.journalTeacher Developmenten
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