Anderson, G;
Elms, B;
(2022)
Practise and repeat, or practice and critique? A story of learning, feeling and resistance in teacher education.
Changing English: Studies in Culture and Education
, 29
(4)
pp. 351-367.
10.1080/1358684X.2022.2093697.
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Abstract
Recent reforms to Initial Teacher Education in England are a continuation of a decades-long political project, aiming to change the whole social complex around teachers’ professional education. But the most recent frameworks present some new inflections to the construction of learning, pedagogical relationships and difference. Positivist versions of knowledge and progress and standards-based reform as ‘a solution’ to social inequalities, need to be countered strategically with accounts of teaching and learning that reclaim the affective realm in public discourse. This investigation sets the new frameworks against the work of one early-career teacher on his master’s research project. It draws on excerpts from his dissertation and accounts by a teacher educator of working with him, concluding that hybridised accounts of learning flexible enough to encompass affect and autobiographical experience, as well as policy, research and critique, are not only professionally purposeful for those involved but also offer wider strategies of resistance.
| Type: | Article |
|---|---|
| Title: | Practise and repeat, or practice and critique? A story of learning, feeling and resistance in teacher education |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/1358684X.2022.2093697 |
| Publisher version: | https://doi.org/10.1080/1358684X.2022.2093697 |
| Language: | English |
| Additional information: | © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. |
| Keywords: | Teacher development; affect; autobiographical research; dialogic relationships; creativity; resistance |
| UCL classification: | UCL 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 |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10162986 |
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