Utilize este identificador para referenciar este registo:
https://hdl.handle.net/1822/68350
Registo completo
Campo DC | Valor | Idioma |
---|---|---|
dc.contributor.author | Ben-Peretz, Miriam | por |
dc.contributor.author | Flores, Maria Assunção | por |
dc.date.accessioned | 2020-11-30T01:04:31Z | - |
dc.date.available | 2020-11-30T01:04:31Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | 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 | por |
dc.identifier.issn | 0261-9768 | - |
dc.identifier.uri | https://hdl.handle.net/1822/68350 | - |
dc.description.abstract | 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. | por |
dc.description.sponsorship | 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-007562 | por |
dc.language.iso | eng | por |
dc.publisher | Taylor & Francis Ltd | por |
dc.relation | info:eu-repo/grantAgreement/FCT/5876/147313/PT | por |
dc.rights | openAccess | por |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | por |
dc.subject | Teaching | por |
dc.subject | teacher education | por |
dc.subject | policy implementation | por |
dc.subject | professional autonomy | por |
dc.subject | multiculturalism | por |
dc.title | Tensions and paradoxes in teaching: implications for teacher education | por |
dc.type | article | por |
dc.peerreviewed | yes | por |
dc.relation.publisherversion | https://www.tandfonline.com/doi/full/10.1080/02619768.2018.1431216 | por |
oaire.citationStartPage | 202 | por |
oaire.citationEndPage | 213 | por |
oaire.citationIssue | 2 | por |
oaire.citationVolume | 41 | por |
dc.date.updated | 2020-10-01T22:58:26Z | - |
dc.identifier.eissn | 1469-5928 | - |
dc.identifier.doi | 10.1080/02619768.2018.1431216 | por |
dc.subject.fos | Ciências Sociais::Ciências da Educação | por |
dc.subject.wos | Social Sciences | - |
sdum.export.identifier | 3036 | - |
sdum.journal | European Journal of Teacher Education | por |
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