Being and Becoming in Teacher Education: Student-Teachers' Freedom to Learn in a College of Education in Ghana

Autor/in	Buckler, Alison
Titel	Being and Becoming in Teacher Education: Student-Teachers' Freedom to Learn in a College of Education in Ghana
Quelle	In: Compare: A Journal of Comparative and International Education, 50 (2020) 6, S.844-864 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2019.1582323
Schlagwörter	Foreign Countries; Student Teachers; Preservice Teacher Education; Sociocultural Patterns; Social Environment; Educational Policy; Learning Experience; Freedom; Teaching Methods; Student Teacher Attitudes; Reputation; Intellectual Development; Pedagogical Content Knowledge; Personal Autonomy; Student Evaluation; Ghana + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehramtsstudiengang; Lehrerausbildung; Soziokulturelle Theorie; Soziales Umfeld; Politics of education; Bildungspolitik; Lernerfahrung; Freiheit; Teaching method; Lehrmethode; Unterrichtsmethode; Mental development; Geistige Entwicklung; Pädagogische Kompetenz; Individuelle Autonomie; Schulnote; Studentische Bewertung
Abstract	This paper focuses on how people learn to become teachers. It draws on the experiences of student-teachers and tutors at a College of Education in the south of Ghana who engaged with an iterative data-generation process over one academic year. While increasing attention is given to the learning experiences of children in Sub-Saharan Africa, teachers' learning experiences remain under-explored, under-documented and under-theorised. It makes an original contribution to the study of pre-service teacher education by combining a sociocultural lens on learning and becoming with an analytical framework based on the capability approach. This illustrates how student-teachers' freedom to learn is facilitated and constrained by structured and social contexts within a pre-service programme. The paper shows how understanding different perspectives on valued 'beings and doings' of teaching can help re-interpret and re-imagine processes for 'becoming' a teacher, which has practical application at policy and institution level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01