Controversial Issues: Identifying the Concerns and Priorities of Student Teachers

Autor/in	Woolley, Richard
Titel	Controversial Issues: Identifying the Concerns and Priorities of Student Teachers
Quelle	In: Policy Futures in Education, 9 (2011) 2, S.280-291 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.2304/pfie.2011.9.2.280
Schlagwörter	Student Teachers; Controversial Issues (Course Content); Foreign Countries; Student Teacher Attitudes; Social Justice; National Curriculum; Socialization; Acculturation; Critical Theory; Questionnaires; Interest Inventories; Needs Assessment; Knowledge Base for Teaching; Teacher Competencies; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Controversial issues; Kontroverse; Ausland; Soziale Gerechtigkeit; Socialisation; Sozialisation; Akkulturation; Kritische Theorie; Fragebogen; Interest profile; Interessenprofil; Bedarfsermittlung; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrkunst
Abstract	The theoretical framework of this article considers the significant place of education in the socialisation and enculturation of children. This requires that student teachers develop critical pedagogies as a means of promoting equity, pupil voice and democratic structures in schools. Key to this is Cole's concept of "isms" and "phobias", and the need to prepare student teachers to address them, and to evaluate both formal and hidden curricula. This article outlines the findings of a small-scale study that explored student teachers' views on elements of issues-based education, the content of their training courses, and their personal priorities and apprehensions. It involved student teachers in eight universities in England during 2008-09. This article outlines the full range of responses to the survey and students' reasons for their priorities. The findings provide a context for providers of initial teacher education to consider the content and focus of their programmes. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10