A Critical Exploration of Colombian Teacher Education from Freire's "Directivity" Perspective

Autor/in	Rubiano, Clara Inés
Titel	A Critical Exploration of Colombian Teacher Education from Freire's "Directivity" Perspective
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 39 (2013) 5, S.574-589 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2013.836341
Schlagwörter	Foreign Countries; Teacher Education; Politics of Education; Social Justice; Self Concept; Teaching Methods; Futures (of Society); Educational Research; Cultural Context; Educational History; Social Differences; Power Structure; Accountability; Professional Identity; Educational Change; Colombia + Suchen Sie Ihr Suchwort? Ausland; Lehrerausbildung; Lehrerbildung; Educational policy; Bildungspolitik; Soziale Gerechtigkeit; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Future; Society; Zukunft; Bildungsforschung; Pädagogische Forschung; History of education; Bildungsgeschichte; Sozialer Unterschied; Verantwortung; Bildungsreform; Kolumbien
Abstract	The paper presents an exploration of Colombian teacher education from Paulo Freire's "directivity" perspective, which involves the political notion of education and the struggle for social justice. It examines certain existing tensions in teacher education, and analyses critically their implications for the teaching profession regarding an alternative pedagogical framework and new approaches for the professional identity-formation toward teaching for social justice. The paper also discusses the challenges for education research in Colombia, a country that both dreams of education as the nation's future and fights against its inherent sense of adversity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10