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Wolverhampton Intellectual Repository and E-Theses > School for Education Futures > Centre for Developmental and Applied Research in Education (CeDARE) > Professional and Adult Learning > Conundrums of our own making: critical pedagogy and trainee further education teachers

Please use this identifier to cite or link to this item: http://hdl.handle.net/2436/26400
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Title: Conundrums of our own making: critical pedagogy and trainee further education teachers
Authors: Avis, James
Bathmaker, Ann-marie
Kendall, Alex
Parsons, John
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
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.
Type: Article
Language: en
Keywords: Teacher education
Further education
Universities
Midlands region
Pedagogy
ISSN: 13664530
17475120
Appears in Collections: Professional and Adult Learning

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