Show simple item record

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): 191-209
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.
dc.language.isoen
dc.publisherRoutledge (Taylor & Francis)
dc.relation.urlhttp://www.informaworld.com/smpp/content~content=a751265099~db=all~order=page
dc.subjectTeacher education
dc.subjectFurther education
dc.subjectUniversities
dc.subjectMidlands region
dc.subjectPedagogy
dc.titleConundrums of our own making: critical pedagogy and trainee further education teachers
dc.typeJournal article
dc.identifier.journalTeacher Development
html.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.


This item appears in the following Collection(s)

Show simple item record