Co-Teaching/Co-Generative Dialogues in a Teaching Education Program as Room for Agency and New Forms of Participation: "I Found Jesus in [Writing] the Paper"

Autor/inn/en	El Kadri, Michele Salles; Roth, Wolff-Michael
Titel	Co-Teaching/Co-Generative Dialogues in a Teaching Education Program as Room for Agency and New Forms of Participation: "I Found Jesus in [Writing] the Paper"
Quelle	In: Teacher Development, 19 (2015) 1, S. 40-58Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2014.976715
Schlagwörter	Forschungsbericht; Preservice Teacher Education; Teacher Empowerment; Case Studies; Praxis; Foreign Countries; Practicums; Team Teaching; Transformative Learning; Social Capital; Teacher Responsibility; Brazil + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Case study; Fallstudie; Case Study; Ausland; Practicum; Praktikum; Praktika; Teamteaching; Pädagogische Transformation; Sozialkapital; Lehrverpflichtung; Brasilien
Abstract	Although the importance of understanding the social and cultural processes mediating pre-service teachers' expansion of the power to act has been increasingly recognized lately, the way the concept of "agency" is portrayed in most of the studies focuses almost exclusively on the subject of activity and therefore, there is insufficient theoretical attention to the reverse side of agency, the experience of being subject to and subjected to conditions. In this paper, the authors exemplify the process of "conscientização" and agential development in the case study of Jefferson, a new teacher engaged in a school teaching education program. The purpose of this paper is to show how new forms of consciousness, expansion of the power to act, and increasing control over conditions simultaneously emerge for teachers in training during praxis and how agency is played out by the relations between being subject to and subjected to conditions. Implications for teaching education programs are discussed. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01