Denial of the personal, preservation of the status quo in teacher education
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Journal of Teaching and Learning
This paper presents two stories of learning and teaching. Through the stories, the author explores the relationship between personal history-based learning and teaching practice and advocates a process of reflexive inquiry for teacher learning and teacher education. A major focus is on how a curriculum and pedagogy of reflexive inquiry can transform, deepen and broaden conceptions of teacher education as well as make a difference in how teachers see and express themselves in educational contexts. The author also describes the meanings and implications of a personal history pedagogy for teacher education institutions as well as the contextual changes required for such transformative practices to be adopted.
Reflexive inquiry , Teacher education , Personal History pedagogy
Cole, A. L. (2003). Denial of the personal, preservation of the status quo in teacher education. Journal of Teaching and Learning, 2(2), 1-11. Retrieved from http://ojs.uwindsor.ca/ojs/leddy/index.php/JTL/article/view/107/143