Literaturnachweis - Detailanzeige
| Autor/inn/en | Heng, Leechin; Quinlivan, Kathleen; du Plessis, Rosemary |
|---|---|
| Titel | Deconstructing Initial Teacher Education: A Critical Approach |
| Quelle | In: International Journal of Inclusive Education, 26 (2022) 6, S.609-621 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Heng, Leechin) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1360-3116 |
| DOI | 10.1080/13603116.2019.1708982 |
| Schlagwörter | Foreign Countries; Preservice Teacher Education; Teacher Educators; Equal Education; Educational Practices; Student Teachers; Consciousness Raising; Outcomes of Education; Neoliberalism; Inclusion; New Zealand |
| Abstract | The paper explores the development and facilitation of a new initial teacher education (ITE) programme underpinned by critical perspectives. It looks at the past and existing influences that have shaped the ways schooling is understood and operationalised in Aotearoa New Zealand. Through an 11-month ethnographic case study approach, the paper discusses an investigation of how a cohort of teacher educators attempt to highlight and deconstruct inequities underlying contemporary educational practices to student teachers. The purpose is to prepare emergent teachers who will be socially conscious of the purposes of education and to reconceptualise teaching with the learning outcomes of classroom students at the centre of education. (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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