Thinking with Certainty or with Doubt: A Lacanian Theorisation of Discursive Knowledge in Teacher Education

Autor/inn/en	Hanley, Chris; Brown, Tony
Titel	Thinking with Certainty or with Doubt: A Lacanian Theorisation of Discursive Knowledge in Teacher Education
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 40 (2019) 3, S.306-318 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2017.1316238
Schlagwörter	Discourse Analysis; Teacher Education; Pedagogical Content Knowledge; Teacher Educators; Participatory Research; Student Teachers; English Teachers; Foreign Countries; Psychiatry; Educational Environment; Educational Philosophy; Educational Policy; United Kingdom (England) + Suchen Sie Ihr Suchwort? Diskursanalyse; Lehrerausbildung; Lehrerbildung; Pädagogische Kompetenz; Teacher education; Education; Forschungstätigkeit; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Ausland; Psychiatrie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsphilosophie; Erziehungsphilosophie; Politics of education; Bildungspolitik
Abstract	The paper presents a theorisation of pedagogic knowledge formation, as a continuous attempt to understand the positions in discourse we occupy. The paper documents some participatory practitioner research by teacher educators centred on a course development initiative for student teachers of English, at an English university. Students researched their experiences of becoming a teacher within a course that was largely school-based, whilst their tutors researched their own involvement in the process (the main focus of this paper). Drawing on Lacanian theory, tutors are depicted as learning subjects having more or less certainty or doubt about the knowledge they possess. In attempting to understand this interplay of certainty and doubt, tutors arrive at stronger conceptualisations of learning. Through this approach, the paper provides a theoretically informed conception of professional knowledge, as involving a process of renewing ideas about learning, in meeting or resisting external demands. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01