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(Dis)ordering teacher education : from problem students to problem-based learning

Gale, Trevor 2000, (Dis)ordering teacher education : from problem students to problem-based learning, Journal of education for teaching, vol. 26, no. 2, pp. 127-138, doi: 10.1080/02607470050127045.

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Title (Dis)ordering teacher education : from problem students to problem-based learning
Author(s) Gale, TrevorORCID iD for Gale, Trevor
Journal name Journal of education for teaching
Volume number 26
Issue number 2
Start page 127
End page 138
Total pages 12
Publisher Routledge
Place of publication Oxon, England
Publication date 2000
ISSN 0260-7476
Keyword(s) teacher education
higher education
education systems
knowledge production
student problems
Summary This paper takes issue with the 'disabling' of students enrolled in teacher education courses, perpetrated by definitions of students' learning disorders and by the structures and pedagogies engaged by teacher educators. Focusing on one case, but with relevance for similarly affected systems, the paper begins by outlining the changed student entry credentials of Australian universities and their faculties of education. These are seen as induced by a shift from elite to mass provision of higher education and the particular effect on teacher education providers (especially those located in regional institutions) of the politics of government funding and the continuing demand for teachers by education systems. While these changed conditions are often used to argue an increased university population of students with learning disorders, the paper suggests that such arguments often have more to do with how student problems are defined by institutions and how these definitions serve to secure additional government funding. More pertinently, the paper argues that such definition tends to locate the problem in individual students, deferring considerations of teacher educators' pedagogy and the learning arrangements of their institutions. The paper concludes that the place to begin addressing these issues of difficulty would seem to be with a different conception of knowledge production.
Language eng
DOI 10.1080/02607470050127045
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2000, Taylor & Francis
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Document type: Journal Article
Collection: School of Education
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