Literaturnachweis - Detailanzeige
Autor/in | Adams, Erin |
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Titel | Being Before: Three Deleuzian Becomings in Teacher Education |
Quelle | In: Professional Development in Education, 47 (2021) 2-3, S.392-405 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Adams, Erin) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1941-5257 |
DOI | 10.1080/19415257.2021.1891954 |
Schlagwörter | Educational Philosophy; Teacher Education Programs; Equal Education; Professional Identity; Justice; Teacher Educators; Educational Theories; Social Studies; Teacher Attitudes |
Abstract | In this article, I use data from interviews with three social studies teachers to consider teachers' identity development. I point to how their narratives challenge traditional linear notions of professional attainment and apprenticeship by drawing on theories from Deleuze and Guattari as well as scholars in education who have utilised Deleuzian conceptions to theorise teacher education. Becoming teacher is a way for teachers and teacher educators to rethink professional identity for the fostering of justice and equity. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |