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https://hdl.handle.net/1822/87394
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Campo DC | Valor | Idioma |
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dc.contributor.author | Craig, Cheryl J. | por |
dc.contributor.author | Flores, Maria Assunção | por |
dc.contributor.author | Van Overschelde, James P. | por |
dc.contributor.author | Hill-Jackson, Val | por |
dc.date.accessioned | 2023-11-30T13:29:52Z | - |
dc.date.issued | 2022 | - |
dc.identifier.citation | Craig, C. J., Flores, M. A., Van Overschelde, J. P., & Hill-Jackson, V. (2022). Problematizing the Taken-For-Granted: Talking Across Differences in Teacher Education. Journal of Teacher Education, 73(3), 221-224. https://doi.org/10.1177/00224871221089790 | por |
dc.identifier.issn | 0022-4871 | - |
dc.identifier.uri | https://hdl.handle.net/1822/87394 | - |
dc.description.abstract | [Excerpt] Teacher education, as a profession, advances when a set of “taken-for-granted” ideas that shape the field are crystallized and enacted. These ideas are communicated as truths and frame the knowledge, skills, and dispositions of effective P-12 teaching. It is important, however, we do not become too comfortable with the familiar ways of operationalizing the field, but as policymakers, practitioners, and researchers, we continue to problematize the taken-for-granted teacher education dogmas so discussions across differences (i.e., terminology, language, sensemaking, etc.) can occur. This needs to happen because “ . . . education is a conversation aimed at truth . . . The object is not agreement but communication . . . ” (Schwab, 1953, p. 9). | por |
dc.description.sponsorship | This work was financially supported by Portuguese national funds through the FCT (Foundation for Science and Technology) within the framework of the CIEC (Research Center for Child Studies of the University of Minho) projects under the references UIDB/00317/2020 and UIDP/00317/2020. | por |
dc.language.iso | eng | por |
dc.publisher | SAGE Publications | por |
dc.relation | info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB%2F00317%2F2020/PT | por |
dc.relation | info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDP%2F00317%2F2020/PT | por |
dc.rights | embargoedAccess (2 Years) | por |
dc.title | Problematizing the taken-for-granted: talking across differences in teacher education | por |
dc.type | journalEditorial | por |
dc.peerreviewed | yes | por |
dc.relation.publisherversion | https://journals.sagepub.com/doi/10.1177/00224871221089790 | por |
oaire.citationStartPage | 221 | por |
oaire.citationEndPage | 224 | por |
oaire.citationIssue | 3 | por |
oaire.citationVolume | 73 | por |
dc.date.updated | 2022-10-22T23:40:48Z | - |
dc.identifier.doi | 10.1177/00224871221089790 | por |
dc.date.embargo | 2025-01-01 | - |
dc.subject.wos | Social Sciences | - |
sdum.export.identifier | 12394 | - |
sdum.journal | Journal of Teacher Education | por |
Aparece nas coleções: | CIEC - Artigos (Papers) |
Ficheiros deste registo:
Ficheiro | Descrição | Tamanho | Formato | |
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problematizing the taken for granted.pdf Até 2025-01-01 | 58,46 kB | Adobe PDF | Ver/Abrir |