dc.contributor.author |
Ovens, Alan |
en |
dc.date.accessioned |
2018-10-08T20:49:06Z |
en |
dc.date.issued |
2017-09-25 |
en |
dc.identifier.issn |
1536-3031 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/39546 |
en |
dc.description.abstract |
The article employs a bricolage methodological approach and complexity theory to think differently about engagement with a transformative pedagogy in a teacher education course, allowing neophyte teachers to examine what educational, moral, and political commitments help guide their work as professional teachers. Topics discussed include the role of educational theory in shaping instructional practices, and the views of French philosopher Jacques Ranciè on pedagogic subjectivation. |
en |
dc.publisher |
State of California Association of Teacher Educators |
en |
dc.relation.ispartofseries |
Issues in Teacher Education |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.title |
Putting complexity to work to think differently about transformative pedagogies in teacher education |
en |
dc.type |
Journal Article |
en |
pubs.issue |
3 |
en |
pubs.begin-page |
38 |
en |
pubs.volume |
26 |
en |
dc.rights.holder |
Copyright: The author |
en |
pubs.end-page |
51 |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Article |
en |
pubs.elements-id |
637933 |
en |
pubs.org-id |
Education and Social Work |
en |
pubs.org-id |
Curriculum and Pedagogy |
en |
pubs.record-created-at-source-date |
2017-07-19 |
en |