Utilize este identificador para referenciar este registo:
https://hdl.handle.net/1822/68350
Título: | Tensions and paradoxes in teaching: implications for teacher education |
Autor(es): | Ben-Peretz, Miriam Flores, Maria Assunção |
Palavras-chave: | Teaching teacher education policy implementation professional autonomy multiculturalism |
Data: | 2018 |
Editora: | Taylor & Francis Ltd |
Revista: | European Journal of Teacher Education |
Citação: | 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 |
Resumo(s): | 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. |
Tipo: | Artigo |
URI: | https://hdl.handle.net/1822/68350 |
DOI: | 10.1080/02619768.2018.1431216 |
ISSN: | 0261-9768 |
e-ISSN: | 1469-5928 |
Versão da editora: | https://www.tandfonline.com/doi/full/10.1080/02619768.2018.1431216 |
Arbitragem científica: | yes |
Acesso: | Acesso aberto |
Aparece nas coleções: | CIEC - Artigos (Papers) |
Ficheiros deste registo:
Ficheiro | Descrição | Tamanho | Formato | |
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Ben-Peretz and Flores.pdf | 719,99 kB | Adobe PDF | Ver/Abrir |
Este trabalho está licenciado sob uma Licença Creative Commons