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Understanding Enduring Ideas in Education: A Response to Those Who 'Just want to be a Teacher'

Contributor(s): Mutch, Carol | Tatebe, Jennifer | New Zealand Council for Educational Research.
Material type: materialTypeLabelBookPublisher: Wellington, New Zealand: NZCER, 2017Description: 143 pages; 25cm.ISBN: 9781988542089; 1988542081.Subject(s): Education New Zealand (Organization) | Education -- Philosophy | Teaching | Mātauranga | Kaiako | New ZealandDDC classification: Summary: The journey towards becoming a teacher involves engaging with a range of theoretical and pedagogical knowledge, and fieldwork experiences. This edited collection is a response to recurring student feedback about the struggle to grasp the philosophical and political aspects of teaching and learning. For some, encountering broad open-ended questions about the nature and purpose of education is confronting. The chapters have been organised around three philosophical ‘traditions’—progressive, liberal, and socially critical perspectives. The exploration of each philosophical tradition is complemented by personal reflections of academics for whom a particular philsophical view has influenced their development as scholars, researchers, and educators.
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Item type Current location Call number Status Date due Barcode
Book Book CORE Education
371.100 MUT (Browse shelf) Available CORE1198
Book Book CORE Education
371.100 MUT (Browse shelf) Available CORE1216

Includes bibliographical references and index.

The journey towards becoming a teacher involves engaging with a range of theoretical and pedagogical knowledge, and fieldwork experiences. This edited collection is a response to recurring student feedback about the struggle to grasp the philosophical and political aspects of teaching and learning. For some, encountering broad open-ended questions about the nature and purpose of education is confronting. The chapters have been organised around three philosophical ‘traditions’—progressive, liberal, and socially critical perspectives. The exploration of each philosophical tradition is complemented by personal reflections of academics for whom a particular philsophical view has influenced their development as scholars, researchers, and educators.

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