Denial of the personal, preservation of the status quo in teacher education

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dc.contributor.authorCole, Ardra
dc.date.accessioned2014-05-16T13:29:42Z
dc.date.available2014-05-16T13:29:42Z
dc.date.issued2003
dc.description.abstractThis 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.en_US
dc.identifier.citationCole, 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/107/143en_US
dc.identifier.issn1911-8279
dc.identifier.urihttp://http://ojs.uwindsor.ca/ojs/leddy/index.php/JTL/article/view/107/143
dc.identifier.urihttps://hdl.handle.net/10587/1312
dc.language.isoenen_US
dc.publisherJournal of Teaching and Learningen_US
dc.subjectReflexive inquiryen_US
dc.subjectTeacher educationen_US
dc.subjectPersonal History pedagogyen_US
dc.titleDenial of the personal, preservation of the status quo in teacher educationen_US
dc.typeArticleen_US
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