Tensions and paradoxes in teaching: implications for teacher education

• Autor(a) principal: Ben-Peretz, Miriam
• Data de Publicação: 2018
• Outros Autores: Flores, Maria Assunção
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/1822/68350
• topic: Teaching; teacher education; policy implementation; professional autonomy; multiculturalism; Ciências Sociais::Ciências da Educação; Social Sciences

This paper focuses on the tensions and paradoxes in teaching. At present time, teacher education has the obligation to prepare teachers for diverse student populations, living in a highly varied context. This situation creates several competing expectations of the meaning of teacher education. For instance, preparing for professional autonomy in a world of externally imposed educational policy. The tension between achieving immediate results and success in external exams versus the need to prepare students in an era of migration and growing multiculturalismin school contexts is addressed. It is argued that a common knowledge base is a necessary response to growing multiculturalism while simultaneously leaving space in the curriculum for multicultural aspects of the student population. These double requirements have implications for teacher education which are discussed in the last section of the paper.