Pedagogy, Empowerment and Discipline: Comparative Perspectives of Novice Teachers in England and Turkey Reflecting on "the Other"

Autor/inn/en	Busher, Hugh; Lawson, Tony; Wilkins, Chris; Acun, Ismail
Titel	Pedagogy, Empowerment and Discipline: Comparative Perspectives of Novice Teachers in England and Turkey Reflecting on "the Other"
Quelle	In: Compare: A Journal of Comparative and International Education, 41 (2011) 3, S.387-400 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
Schlagwörter	Constructivism (Learning); Student Teachers; Focus Groups; Interviews; Foreign Countries; Beginning Teachers; Empowerment; Teaching Methods; Comparative Education; Teacher Attitudes; College Students; Questionnaires; Cultural Context; Teacher Student Relationship; Cultural Differences; Teacher Exchange Programs; Turkey; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Interviewing; Interviewtechnik; Ausland; Junior teacher; Junglehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Vergleichende Erziehungswissenschaft; Lehrerverhalten; Collegestudent; Fragebogen; Teacher student relationships; Lehrer-Schüler-Beziehung; Kultureller Unterschied; Türkei
Abstract	This article discusses the views of Turkish and British novice teachers on pedagogy and pedagogical relationships with school students when confronted with the pedagogical practices of the "Other" in particular policy contexts. Experiences of those practices were gained by novice teachers during an exchange visit for British and Turkish university students in the period 2008-2009. Data was collected through questionnaires and focus group interviews. Findings suggest that Turkish and British novice teachers initially constructed the "Other" as very different from themselves. The views of members of both groups were heavily influenced by the cultural contexts in which they trained and worked. British novice teachers tended to take as axiomatic constructivist and inclusive approaches to pedagogy and the relevance to successful pedagogy of listening to students' voices. Turkish novice teachers questioned both, many seeing control and dissemination of knowledge as central to pedagogy and student teacher relationships. (Contains 5 tables.) (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