Klein, Mary (2002) Taking seriously the productive nature of pedagogic relations in preservice teacher education: a poststructuralist contribution. In: Changing Agendas in Teacher Education Conference. From: Challenging Futures? Changing Agendas in Teacher Education, 3-7 February 2002, Armidale, NSW.

PDF (Published Version) - Published Version Restricted to Repository staff only

Abstract

New understandings of how students learn engender new interpretations of what it means to prepare competent and generative teaching professionals for challenging futures. For example, poststructuralist notions of professional competence and identity as produced in interactive pedagogic encounters challenge prior notions of inherent personal competence and skill. These new understandings force teacher educators to attend closely to the productive quality of teaching/learning relationships with students. In this paper I use poststructuralist notions of the constitution or production of professional identity and agency to (a) analyse some common aspects of current pedagogic practice in preservice teacher education, and (b) provoke debate on practical imperatives for the future.

Item ID:	51066
Item Type:	Conference Item (Research - E1)
ISBN:	978-0-9581442-1-6
Date Deposited:	08 Oct 2017 23:15
FoR Codes:	13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%
Downloads:	Total: 1
	More Statistics