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ERIC Number: EJ822160
Record Type: Journal
Publication Date: 2004-Jun
Pages: 14
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1047-6210
"Slippage" Is Not a Dirty Word: Considering the Usefulness of Giddens' Notion of Knowledgeability in Understanding the Possibilities for Teacher Education
Cassidy, Tania; Tinning, Richard
Teaching Education, v15 n2 p175-188 Jun 2004
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A