Utilize este identificador para referenciar este registo:
https://hdl.handle.net/1822/87394
Título: | Problematizing the taken-for-granted: talking across differences in teacher education |
Autor(es): | Craig, Cheryl J. Flores, Maria Assunção Van Overschelde, James P. Hill-Jackson, Val |
Data: | 2022 |
Editora: | SAGE Publications |
Revista: | Journal of Teacher Education |
Citação: | Craig, C. J., Flores, M. A., Van Overschelde, J. P., & Hill-Jackson, V. (2022). Problematizing the Taken-For-Granted: Talking Across Differences in Teacher Education. Journal of Teacher Education, 73(3), 221-224. https://doi.org/10.1177/00224871221089790 |
Resumo(s): | [Excerpt] Teacher education, as a profession, advances when a set of “taken-for-granted” ideas that shape the field are crystallized and enacted. These ideas are communicated as truths and frame the knowledge, skills, and dispositions of effective P-12 teaching. It is important, however, we do not become too comfortable with the familiar ways of operationalizing the field, but as policymakers, practitioners, and researchers, we continue to problematize the taken-for-granted teacher education dogmas so discussions across differences (i.e., terminology, language, sensemaking, etc.) can occur. This needs to happen because “ . . . education is a conversation aimed at truth . . . The object is not agreement but communication . . . ” (Schwab, 1953, p. 9). |
Tipo: | Editorial em revista |
URI: | https://hdl.handle.net/1822/87394 |
DOI: | 10.1177/00224871221089790 |
ISSN: | 0022-4871 |
Versão da editora: | https://journals.sagepub.com/doi/10.1177/00224871221089790 |
Arbitragem científica: | yes |
Acesso: | Acesso embargado (2 Anos) |
Aparece nas coleções: | CIEC - Artigos (Papers) |
Ficheiros deste registo:
Ficheiro | Descrição | Tamanho | Formato | |
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problematizing the taken for granted.pdf Até 2025-01-01 | 58,46 kB | Adobe PDF | Ver/Abrir |