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Student voice as risky praxis: democratising physical education teacher education

journal contribution
posted on 2017-01-01, 00:00 authored by E Enright, Leanne Coll, D Ní Chróinín, M Fitzpatrick
Background: Student voice agendas have been slow to permeate higher educational institutions. Curricula in universities, like those in primary and secondary education, are still usually made for students by teachers who, while they may have the best interests of the students in mind, rarely if ever engage students in curriculum decision-making. The need for more equitable, dialogic and democratic engagement by students is particularly relevant in the context of teacher education. It has been argued that pre-service teachers should experience democratic practices during their teacher education experiences in order to have the confidence, knowledge and skills to support democratic opportunities in schools.

History

Journal

Physical education and sport pedagogy

Volume

22

Issue

5

Pagination

4591 - 472

Publisher

Routledge

Location

Abingdon, Eng.

ISSN

1740-8989

eISSN

1742-5786

Language

eng

Publication classification

C Journal article; C1 Refereed article in a scholarly journal

Copyright notice

2016, Association for Physical Education

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