Literaturnachweis - Detailanzeige
| Autor/in | Mills, Carmen |
|---|---|
| Titel | A Bourdieuian Analysis of Teachers' Changing Dispositions towards Social Justice: The Limitations of Practicum Placements in Pre-Service Teacher Education |
| Quelle | In: Asia-Pacific Journal of Teacher Education, 41 (2013) 1, S.41-54 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1359-866X |
| DOI | 10.1080/1359866X.2012.753985 |
| Schlagwörter | Social Justice; Attitude Change; Teacher Attitudes; Teacher Education Programs; Foreign Countries; Student Diversity; Educational Philosophy; Student Teaching; Placement; Practicums; Preservice Teacher Education; Australia |
| Abstract | As populations in contemporary Western societies grow increasingly diverse, preparing predominantly White middle-class pre-service teachers to better understand and work with difference productively has become increasingly critical. Historically, however, teacher education programs have aimed to address diversity with add-on or piecemeal approaches, with little success. This article illustrates and theorises change in two Australian teachers' dispositions towards social justice over time from a Bourdieuian perspective. It attempts to inform our understanding of current pre-service teacher education program inadequacies with a view to providing implications in relation to the constraints of the limited and limiting nature of practicum placements. Fundamentally, its goal is to improve the preparedness of pre-service teachers to cater for diversity in socially just ways. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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