(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.

Attached Files
Name Description MIMEType Size Downloads

Title (Dis)ordering teacher education : from problem students to problem-based learning
Author(s) 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
1360-0540
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
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, Journal of Education for Teaching
Persistent URL http://hdl.handle.net/10536/DRO/DU:30040856

Document type: Journal Article
Collection: School of Education
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Versions
Version Filter Type
Access Statistics: 44 Abstract Views, 1 File Downloads  -  Detailed Statistics
Created: Wed, 07 Dec 2011, 08:48:00 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.