Social Theory for Teacher Education Research

Beyond the Technical-Rational

Häftad, Engelska, 2021

Av Kathleen Nolan, Jennifer Tupper, Canada) Nolan, Kathleen (University of Regina, Canada) Tupper, Jennifer (University of Alberta, Mark Murphy

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Traditionally, teacher education research theory and practice have had a technical-rational focus on productions of knowledge, skills, performance and accountability. Such a focus serves to (re)produce current educational systems instead of noticing and critiquing the wider modes of domination that permeate schools and school systems. In Social Theory for Teacher Education Research, Kathleen Nolan, Jennifer Tupper and the contributors make arguments for drawing on social theories to inform research in teacher education — research that moves the agenda beyond technical-rational concerns toward building a critically reflexive stance for noticing and unpacking the socio-political contexts of schooling. The theories discussed include Actor-Network Theory (ANT), Cultural Historical Activity Theory (CHAT) and la didactique du plurilinguisme, and social theorists covered include Barad, Bernstein, Bourdieu, Braidotti, Deleuze, Foucault, Heidegger, and Nussbaum. The chapters in this book make explicit how innovative social theory-driven research can challenge and change teacher education practices and the learning experiences of students.

Produktinformation

Utgivningsdatum2021-03-25
Mått154 x 232 x 18 mm
Vikt440 g
FormatHäftad
SpråkEngelska
SerieSocial Theory and Methodology in Education Research
Antal sidor288
FörlagBloomsbury Publishing PLC
ISBN9781350212251

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Pedagogik inom Psykologi och pedagogik

1. Introduction: Calls for Social Theory in Teacher Education Research, Kathleen Nolan and Jennifer TupperPart I: Researching Theory and Practice as Teacher Educators2. Examining the Nature of Teacher Education using the Principle of Contradictions: A Cultural Historical Activity Theory Perspective, Karen Goodnough, Thomas Falkenberg and Ronald J. MacDonald3. Pursuing Relational and Differential Methodologies: From Diffraction to Monstrosity in In-service Teacher Education, Margaret MacDonald, Cher Hill, Nathalie Sinclair, Suzanne Smythe, Kelleen Toohey and Diane Dagenais4. Bourdieuian Disruptions in Teacher Education: Teacher Candidates Thinking with / through Social Theory, Jennifer Tupper and Kathleen NolanPart II: On Becoming Teachers: Identity and Development in Teacher Education5. Assembling Technology Teacher Education: Translating Technological Skills into Educational Praxis, Yu-Ling Lee6. Confronting and Challenging Preservice Teacher Subjectivities in a Community of Excellence, Margot Ford and Joanne Ailwood7. Teaching for 3Cs: Centring Imagination in Teacher Education, Farid Panjwani and Nicole Brown8. Exploring Uneven Experiences in the Development of a Teaching Identity, Margaret WalshawPart III: (Re)Framing Experiences in the Field of Teacher Education9. Teacher Education Field Experience: Building for the Continual Modulation in the Rubble of Humanism, Michele Sorensen10. Interrupting the Success-Failure Binary in Teacher Education: Our Experience of Foucault’s Panopticon, Paul Betts and Lee Anne Block11. Provoking Knowledges and Weaving Conversations in Teacher Education, Catherine DohertyPart IV: Theorizing Teaching and Teacher Education12. Reclaiming a Social Perspective on Learning to Teach: The Place and Promise of La Didactique du Plurilinguisme in Research on Language Teacher Education, Cécile Sabatier and Shawn Bullock13. Love as Vocation: The Moral Experience and Value Repertoires in Teacher Education, Simone Brito14. Social Theory's Nod to Heidegger: Contributions of Phenomenological Ontology to Teacher Education Research, Douglas Karrow, Sharon Harvey and Jie YuIndex