Tensions and paradoxes in teaching: implications for teacher education
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | |
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 |
Resumo: | 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. |
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Tensions and paradoxes in teaching: implications for teacher educationTeachingteacher educationpolicy implementationprofessional autonomymulticulturalismCiências Sociais::Ciências da EducaçãoSocial SciencesThis 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.Financial Support by CIEC (Research Centre on Child Studies, IE, UMinho; FCT R&D unit 317, Portugal) by the Strategic Project UID/CED/00317/2013, with financial support of National Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the COMPETE 2020 - Competitiveness and Internationalization Operational Program (POCI) with the reference POCI-01-0145-FEDER-007562Taylor & Francis LtdUniversidade do MinhoBen-Peretz, MiriamFlores, Maria Assunção20182018-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/1822/68350engMiriam Ben-Peretz & Maria Assunção Flores (2018) Tensions and paradoxes in teaching: implications for teacher education, European Journal of Teacher Education, 41:2, 202-213, DOI: 10.1080/02619768.2018.14312160261-97681469-592810.1080/02619768.2018.1431216https://www.tandfonline.com/doi/full/10.1080/02619768.2018.1431216info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-21T12:32:17Zoai:repositorium.sdum.uminho.pt:1822/68350Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T19:27:36.205333Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Tensions and paradoxes in teaching: implications for teacher education |
title |
Tensions and paradoxes in teaching: implications for teacher education |
spellingShingle |
Tensions and paradoxes in teaching: implications for teacher education Ben-Peretz, Miriam Teaching teacher education policy implementation professional autonomy multiculturalism Ciências Sociais::Ciências da Educação Social Sciences |
title_short |
Tensions and paradoxes in teaching: implications for teacher education |
title_full |
Tensions and paradoxes in teaching: implications for teacher education |
title_fullStr |
Tensions and paradoxes in teaching: implications for teacher education |
title_full_unstemmed |
Tensions and paradoxes in teaching: implications for teacher education |
title_sort |
Tensions and paradoxes in teaching: implications for teacher education |
author |
Ben-Peretz, Miriam |
author_facet |
Ben-Peretz, Miriam Flores, Maria Assunção |
author_role |
author |
author2 |
Flores, Maria Assunção |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Ben-Peretz, Miriam Flores, Maria Assunção |
dc.subject.por.fl_str_mv |
Teaching teacher education policy implementation professional autonomy multiculturalism Ciências Sociais::Ciências da Educação Social Sciences |
topic |
Teaching teacher education policy implementation professional autonomy multiculturalism Ciências Sociais::Ciências da Educação Social Sciences |
description |
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. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018 2018-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/1822/68350 |
url |
http://hdl.handle.net/1822/68350 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Miriam Ben-Peretz & Maria Assunção Flores (2018) Tensions and paradoxes in teaching: implications for teacher education, European Journal of Teacher Education, 41:2, 202-213, DOI: 10.1080/02619768.2018.1431216 0261-9768 1469-5928 10.1080/02619768.2018.1431216 https://www.tandfonline.com/doi/full/10.1080/02619768.2018.1431216 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Taylor & Francis Ltd |
publisher.none.fl_str_mv |
Taylor & Francis Ltd |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799132768339230720 |