ERIC Number: EJ1246136
Record Type: Journal
Publication Date: 2020
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0260-7476
EISSN: N/A
Why 'Clinical Teaching'? An Interdisciplinary Analysis of Metaphor in Initial Teacher Preparation
Journal of Education for Teaching: International Research and Pedagogy, v46 n1 p87-98 2020
The term 'clinical' is increasingly used to define the kind of teaching initial teacher education will produce. While affordances of this metaphor have been claimed, it has been less widely critiqued. As a teacher and a medical doctor, we bring our interdisciplinary understandings of curriculum studies and medicine to this analysis, to theorise what this discursive construct puts to work for education. In considering how 'clinical teaching' is used across the literatures of education and medicine, we find that claims made in relation to these affordances, such as novelty, and detachment from medical entailments, are flawed, and that instead, the word 'clinical' does political work as a hierarchical, gendered, normalising and de-professionalising force.
Descriptors: Preservice Teacher Education, Clinical Teaching (Health Professions), Interdisciplinary Approach, Affordances, Discourse Analysis, Feminism, Neoliberalism, Medicine
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A