Social Theory for Teacher Education Research Beyond the Technical-Rational
Produktdetaljer
Biografisk notat
Kathleen Nolan is Professor in Mathematics Education at the University of Regina, Canada.
Jennifer Tupper is Professor and Dean of the Faculty of Education at the University of Alberta, Canada.
The need to resist techno-rationalist approaches to education has never been greater than it is today. In this book, leading scholars explore and illustrate strategies to equip teacher education students with crucial critical capacities—how to use social theory to critique and engage the practices of schooling in support of equity and social justice. A must read for teacher educators!
Julianne Lynch, Associate Professor, Deakin University, Australia
Traditionally, teacher education research theory and practice have had a technical-rational focus on productions of knowledge, skills, performance and accountability. Such a focus serves to (re)produce current educational systems instead of noticing and critiquing the wider modes of domination that permeate schools and school systems. In Social Theory for Teacher Education Research, Kathleen Nolan, Jennifer Tupper and the contributors make arguments for drawing on social theories to inform research in teacher education — research that moves the agenda beyond technical-rational concerns toward building a critically reflexive stance for noticing and unpacking the socio-political contexts of schooling.
The theories discussed include Actor-Network Theory (ANT), Cultural Historical Activity Theory (CHAT) and la didactique du plurilinguisme, and social theorists covered include Barad, Bernstein, Bourdieu, Braidotti, Deleuze, Foucault, Heidegger, and Nussbaum. The chapters in this book make explicit how innovative social theory-driven research can challenge and change teacher education practices and the learning experiences of students.
1. Introduction: Calls for Social Theory in Teacher Education Research, Kathleen Nolan and Jennifer Tupper
Part I: Researching Theory and Practice as Teacher Educators
2. Examining the Nature of Teacher Education using the Principle of Contradictions: A Cultural Historical Activity Theory Perspective, Karen Goodnough, Thomas Falkenberg and Ronald J. MacDonald
3. Pursuing Relational and Differential Methodologies: From Diffraction to Monstrosity in In-service Teacher Education, Margaret MacDonald, Cher Hill, Nathalie Sinclair, Suzanne Smythe, Kelleen Toohey and Diane Dagenais
4. Bourdieuian Disruptions in Teacher Education: Teacher Candidates Thinking with / through Social Theory, Jennifer Tupper and Kathleen Nolan
Part II: On Becoming Teachers: Identity and Development in Teacher Education
5. Assembling Technology Teacher Education: Translating Technological Skills into Educational Praxis, Yu-Ling Lee
6. Confronting and Challenging Preservice Teacher Subjectivities in a Community of Excellence, Margot Ford and Joanne Ailwood
7. Teaching for 3Cs: Centring Imagination in Teacher Education, Farid Panjwani and Nicole Brown
8. Exploring Uneven Experiences in the Development of a Teaching Identity, Margaret Walshaw
Part III: (Re)Framing Experiences in the Field of Teacher Education
9. Teacher Education Field Experience: Building for the Continual Modulation in the Rubble of Humanism, Michele Sorensen
10. Interrupting the Success-Failure Binary in Teacher Education: Our Experience of Foucault’s Panopticon, Paul Betts and Lee Anne Block
11. Provoking Knowledges and Weaving Conversations in Teacher Education, Catherine Doherty
Part IV: Theorizing Teaching and Teacher Education
12. Reclaiming a Social Perspective on Learning to Teach: The Place and Promise of La Didactique du Plurilinguisme in Research on Language Teacher Education, Cécile Sabatier and Shawn Bullock
13. Love as Vocation: The Moral Experience and Value Repertoires in Teacher Education, Simone Brito
14. Social Theory's Nod to Heidegger: Contributions of Phenomenological Ontology to Teacher Education Research, Douglas Karrow, Sharon Harvey and Jie Yu
Index
The Bloomsbury Social Theory and Methodology in Education Research series brings together books exploring various applications of social theory in educational research design. Each book provides a detailed account of how theory and method influence each other in specific educational research settings, such as schools, early childhood education, community education, further education colleges and universities. Books in the series represent the richness of topics explored in theory-driven education research, including leadership and governance, equity, teacher education, assessment, curriculum and policy studies. This innovative series provides a timely platform for highlighting the wealth of international work carried out in the field of social theory and education research, a field that has grown considerably in recent years and has made the likes of Pierre Bourdieu and Michel Foucault familiar names in educational discourse.
Series Editor:
Mark Murphy is Reader in Education & Public Policy and Co-Director of the Robert Owen Centre for Educational Change, University of Glasgow, UK.
Editorial Board:
Julie Allan, University of Birmingham, UK
Robert Aman, University of Glasgow, UK
Stephen Ball, UCL Institute of Education, UK
Cristina Costa, University of Strathclyde, UK
Dympna Devine, University College Dublin, Ireland
Donald Gillies, University of the West of Scotland, UK
Jones Irwin, Dublin City University, Ireland
Bob Lingard, University of Queensland, Australia
Amy Stambach, University of Wisconsin-Madison, USA
Andrew Wilkins, Goldsmiths, University of London, UK
Produktdetaljer
Biografisk notat
Kathleen Nolan is Professor in Mathematics Education at the University of Regina, Canada.
Jennifer Tupper is Professor and Dean of the Faculty of Education at the University of Alberta, Canada.