Literaturnachweis - Detailanzeige
| Autor/inn/en | McKay, Loraine; Dunn, Julie |
|---|---|
| Titel | Critical Consciousness as a Response to Student Disengagement: An Initial Teacher Education Case Study |
| Quelle | In: Teaching Education, 31 (2020) 2, S.162-176 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Dunn, Julie) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1047-6210 |
| DOI | 10.1080/10476210.2018.1512093 |
| Schlagwörter | Critical Theory; Consciousness Raising; Learner Engagement; Preservice Teachers; Preservice Teacher Education; Negative Attitudes; Foreign Countries; Well Being; Student Empowerment; Social Justice; Student Attitudes; Teacher Student Relationship; Australia |
| Abstract | In this paper, we use an engagement framework to understand the experiences of university students midway through their initial teacher education programme. Analysis of interview transcripts revealed that engagement is being influenced negatively by a convergence of political, economic, structural and psychosocial factors. Despite the influence of these converging factors, some students maintained high levels of engagement, while others adopted survival strategies not conducive to deep learning. We argue that one way to deal with disengagement is to support learners to develop critical consciousness, a concept that includes learning agency, learning success, learning well-being and learning social justice. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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