The Denial of the Personal, the Preservation of the Status Quo in Teacher Education

This paper presents two stories of learning and teaching. Through the stories, the author explores the relationship between personal history-based learning and teaching practice and advocates a process of reflexive inquiry for teacher learning and teacher education. A major focus is on how a curricu...

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Bibliographic Details
Main Author: Ardra Cole (Author)
Format: Book
Published: University of Windsor, 2006-12-01T00:00:00Z.
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100 1 0 |a Ardra Cole  |e author 
245 0 0 |a The Denial of the Personal, the Preservation of the Status Quo in Teacher Education 
260 |b University of Windsor,   |c 2006-12-01T00:00:00Z. 
500 |a 10.22329/jtl.v2i2.107 
500 |a 1911-8279 
520 |a This paper presents two stories of learning and teaching. Through the stories, the author explores the relationship between personal history-based learning and teaching practice and advocates a process of reflexive inquiry for teacher learning and teacher education. A major focus is on how a curriculum and pedagogy of reflexive inquiry can transform, deepen and broaden conceptions of teacher education as well as make a difference in how teachers see and express themselves in educational contexts. The author also describes the meanings and implications of a personal history pedagogy for teacher education institutions as well as the contextual changes required for such transformative practices to be adopted. 
546 |a EN 
690 |a Learning 
690 |a Teaching 
690 |a Status Quo 
690 |a Reflexive Inquiry 
690 |a Relationship 
690 |a Personal History 
690 |a Education 
690 |a L 
655 7 |a article  |2 local 
786 0 |n Journal of Teaching and Learning, Vol 2, Iss 2 (2006) 
787 0 |n https://jtl.uwindsor.ca/index.php/jtl/article/view/107 
787 0 |n https://doaj.org/toc/1911-8279 
856 4 1 |u https://doaj.org/article/8bd0b7c78a854a0f99e5c0afb3044752  |z Connect to this object online.