Toward Nonbinary Theories of Practice in Teacher Education Research

Autor/in	Kavanagh, Sarah Schneider
Titel	Toward Nonbinary Theories of Practice in Teacher Education Research
Quelle	In: Educational Researcher, 51 (2022) 1, S.66-71 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X211052058
Schlagwörter	Educational Theories; Theory Practice Relationship; Teacher Education; Educational Research; Teaching Methods + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Theorie-Praxis-Beziehung; Lehrerausbildung; Lehrerbildung; Bildungsforschung; Pädagogische Forschung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This essay argues that contemporary debates about the role of practice in teacher education run the risk of reproducing mind/body, thought/action dualisms. Absent these binaries, practice is understood as always theoretical, principled, and contextualized and knowledge and identity are understood as always embodied and enacted. The author discusses nonbinary theories of practice and their application in teacher education scholarship within both historical and political contexts. The essay argues that the practice turn in teacher education might be leveraged to enhance the field's intersectional imagination and to eschew the polarities and linearities the field has inherited from Western enlightenment philosophy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01