"Slippage" Is Not a Dirty Word: Considering the Usefulness of Giddens' Notion of Knowledgeability in Understanding the Possibilities for Teacher Education
Overview & Synopsis
The attempt to understand the relationship between messages intended and messages received has been an enduring issue in teacher education. For the past three decades researchers have made forays into understanding this enduring issue, and in the process have drawn on various explanatory frameworks, one of them being socialisation. In this paper we work with Giddens' structuration theory as well as his concept of knowledgeability as analytical frameworks for understanding the relationship between messages intended (by the teacher educator) and messages received (by the student-teachers). Our discussion is informed by the findings of a study that investigated student-teachers' interpretations of the pedagogical process of a physical education teacher education course. Data generated from conversations with, and observations of, the student-teachers indicated that there was considerable "slippage" between the teacher educator's critical pedagogy inspired intentions and what was understood by the student-teachers.
eric.ed.gov)
Document Information
| Document Title | "Slippage" Is Not a Dirty Word: Considering the Usefulness of Giddens' Notion of Knowledgeability in Understanding the Possibilities for Teacher Education |
|---|---|
| Author / Organization | Cassidy, Tania, Tinning, Richard |
| Subject & Discipline | Preservice Teacher Education, Physical Education, Critical Theory |
| Categories | Education & Pedagogy |
| Publication Year | 2004 |
| License / Rights | Public Domain / Open Access Educational Resource |
| Resource Verification | Listed PDF (Verification Pending) |
| Original Host Website |
ERIC (Education Resources)
(eric.ed.gov)
|
| File Format | application/pdf (Portable Document Format) |
| Language | EN |
| Catalog ID | DOC-280355 |
| Original Source Link | Visit Source Page on eric.ed.gov » |