Engaging with theoretical diffraction in teacher education.
This article presents a study in which we began with a question ‘how to teach theoretical reflectivity in teacher education’, and ended with a sentence ‘there is theoretical diffraction in teacher education’. The research presented in this paper took place in the context of a university course in wh...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 38; no. 4; pp. 530 - 542 |
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| Autores principales: | , , , , , |
| Formato: | Artículo |
| Publicado: |
Taylor & Francis Ltd
Aug2017
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=123690696&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 123690696 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Aug2017 vid: 38 iid: 4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 123690696 10.1080/01596306.2015.1126917 ppf: 530 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P size: 826KB tig: atl: Engaging with theoretical diffraction in teacher education. aug: au: Lanas, Maija Rautio, Pauliina Koskela, Anne Kinnunen, Susanna Viljamaa, Elina Juutinen, Jaana affil: Department of Education, University of Oulu, Oulu, Finland su: Teacher education Dogma Poststructuralism Reflection (Philosophy) Discursive practices sug: subj: Teacher education Dogma Poststructuralism Reflection (Philosophy) Discursive practices keyword: diffraction poststructuralism reflection subjectivation theory ab: This article presents a study in which we began with a question ‘how to teach theoretical reflectivity in teacher education’, and ended with a sentence ‘there is theoretical diffraction in teacher education’. The research presented in this paper took place in the context of a university course in which we have been involved for the past two years. During the course we simultaneously aimed to teach theoretical reflection and to analyse what was happening as we taught theoretical reflection. For two years we asked: What are students doing while we are trying to engage them in theoretical reflection? We noted that students are engaged in theory, but not in ways easily readable to the educators, and that the process could be called theoretical diffraction rather than reflection. Theoretical diffraction during the course was patterned by existing discursive practices: (1) disciplining emotions and focusing on control and answers; (2) personalising school as the teacher, and personally defending it; and (3) prioritising practice over theory and seeing both as dogma. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2017 holdings: @attributes: islocal: N |
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