Practise and Repeat, or Practice and Critique? A Story of Learning, Feeling and Resistance in Teacher Education

Autor/inn/en	Anderson, Gill; Elms, Benjamin
Titel	Practise and Repeat, or Practice and Critique? A Story of Learning, Feeling and Resistance in Teacher Education
Quelle	In: Changing English: Studies in Culture and Education, 29 (2022) 4, S.351-367 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2022.2093697
Schlagwörter	Educational Change; Teacher Education Programs; Political Influences; Teaching Methods; Standards; Guidelines; Beginning Teachers; Masters Programs; Student Research; Student Attitudes; Educational Policy; Criticism; Foreign Countries; Creativity; Poetry; English Teachers; English Instruction; Masters Theses; Teacher Student Relationship; United Kingdom (England) + Suchen Sie Ihr Suchwort? Bildungsreform; Political influence; Politischer Einfluss; Teaching method; Lehrmethode; Unterrichtsmethode; Standard; Richtlinien; Junior teacher; Junglehrer; Magister course; Magisterstudiengang; Studentenforschung; Schülerverhalten; Politics of education; Bildungspolitik; Kritik; Ausland; Kreativität; Lyrik; Poesie; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; English langauage lessons; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Recent reforms to Initial Teacher Education in England are a continuation of a decades-long political project, aiming to change the whole social complex around teachers' professional education. But the most recent frameworks present some new inflections to the construction of learning, pedagogical relationships and difference. Positivist versions of knowledge and progress and standards-based reform as 'a solution' to social inequalities, need to be countered strategically with accounts of teaching and learning that reclaim the affective realm in public discourse. This investigation sets the new frameworks against the work of one early-career teacher on his master's research project. It draws on excerpts from his dissertation and accounts by a teacher educator of working with him, concluding that hybridised accounts of learning flexible enough to encompass affect and autobiographical experience, as well as policy, research and critique, are not only professionally purposeful for those involved but also offer wider strategies of resistance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01