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Teacher Education and its Discontents
ISBN/GTIN

Teacher Education and its Discontents

Politics, Knowledge, and Ethics
BuchKartoniert, Paperback
CHF61.50

Beschreibung

From researchers and teacher educators across the world, this book presents innovative approaches to education theory, critical policy analyses, de-colonializing reformulations of teacher education, and a "standard of dissensus" for teacher education. A useful guide for education researchers, teacher educators and scholars.
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Details

ISBN/GTIN978-1-032-72750-9
ProduktartBuch
EinbandKartoniert, Paperback
ErscheinungslandVereinigtes Königreich
Erscheinungsdatum16.09.2024
Auflage1. A.
ReiheLocal/Global Issues in Education
Seiten208 Seiten
SpracheEnglisch
MasseBreite 156 mm, Höhe 234 mm
Gewicht420 g
IllustrationenFarb., s/w. Abb.
Artikel-Nr.32185756
KatalogBuchzentrum
Datenquelle-Nr.46351523
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Reihe

Autor

Gunnlaugur Magnússon is Associate Professor at Uppsala University and was, at the time of writing, Associate Professor II at University of Oslo. His research and publications have primarily revolved around inclusive education, marketization, educational professions, education politics and policy, teacher education and the pedagogy of higher education.

Anne M. Phelan is Professor in the Department of Curriculum and Pedagogy at the University of British Columbia and Honorary Professor at the Education University of Hong Kong. Her research focuses on teachers´ intellectual and political freedom and the creation of teacher education programs and policies that support that end.

Stephen Heimans writes and teaches about education policy, leadership and enactment. He has expertise in education research methodology and schooling in underserved communities. He is interested in enacting radical equality as proposed by Jacques Rancière´s thinking and the philosophy of science of Isabelle Stengers, especially experimental constructivism.

Ruth Unsworth is Senior Lecturer of Initial Teacher Education at York St John University. Her research interests and publications center around actor-network theory, psychoanalytic theory and ethnographic explorations of the relationship between global education policy and teachers´ classroom practices.