Fair game or no contest: contested identities in initial teacher education

Moles, Janet 2014, Fair game or no contest: contested identities in initial teacher education, Gender and education, vol. 26, no. 2, pp. 168-179, doi: 10.1080/09540253.2014.888404.

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Title Fair game or no contest: contested identities in initial teacher education
Author(s) Moles, Janet
Journal name Gender and education
Volume number 26
Issue number 2
Start page 168
End page 179
Total pages 12
Publisher Taylor & Francis
Place of publication Abingdon, England
Publication date 2014
ISSN 0954-0253
Keyword(s) ethnic minority teachers
teacher education
narrative inquiry
reflective practice
Summary The narrative of one ethnic minority early childhood student teacher tells of her journey as she (re)constructs her identities as a Cook Island woman and as a pre-service teacher, during a teacher education course in New Zealand. This story conveys her experiences of learning across different pedagogical paradigms. Findings show that teacher education lecturers can significantly enhance the learning experience for ethnic minority pre-service teachers by incorporating existing knowledges and understandings in course content and delivery.
Language eng
DOI 10.1080/09540253.2014.888404
Field of Research 130102 Early Childhood Education (excl Maori)
130201 Creative Arts, Media and Communication Curriculum and Pedagogy
130308 Gender, Sexuality and Education
Socio Economic Objective 930201 Pedagogy; 939904 Gender Aspects of education;
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2014, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30059525

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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Created: Thu, 16 Jan 2014, 09:33:48 EST by Janet Moles

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