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Teaching for 3 Cs: centring imagination in teacher education

Panjwani, F; Brown, N; (2019) Teaching for 3 Cs: centring imagination in teacher education. In: Social Theory for Teacher Education Research: Beyond the Technical-Rational. Bloomsbury: London, UK. (In press).

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Abstract

In view of globalization, bureaucratization, marketization and commercialization, the context of education has changed. In response, the critical capacities of student teachers need to be developed so that they better understand and empathize with one-another and are able to see the complexities of the world through multiple perspectives. This, in turn, necessarily requires nurturing of imagination, which we consider in relation to the 3Cs: Care, Critique and Creativity. We commence with an overview of current developments affecting education and review existing practices in teacher education. We then provide the context of a practice-based enquiry that used metaphors and objects to explore student teachers’ understanding of personal experiences. We conclude with connecting the reflective process of the enquiry to the nurturing of imagination and the 3Cs.

Type: Book chapter
Title: Teaching for 3 Cs: centring imagination in teacher education
ISBN-13: 9781350086401
Publisher version: https://www.bloomsbury.com/uk/social-theory-for-te...
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: imagination, care, critique, creativity, teacher education, metaphors, objects
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10076079
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