'Slippage' is not a dirty word: Considering the usefulness of Giddens' notion of knowledgeability in understanding the possibilities for teacher education

Cassidy, Tania and Tinning, Richard (2004) 'Slippage' is not a dirty word: Considering the usefulness of Giddens' notion of knowledgeability in understanding the possibilities for teacher education. Teaching Education, 15 2: 175-188. doi:10.1080/1047621042000213601

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Author Cassidy, Tania
Tinning, Richard
Title 'Slippage' is not a dirty word: Considering the usefulness of Giddens' notion of knowledgeability in understanding the possibilities for teacher education
Journal name Teaching Education   Check publisher's open access policy
ISSN 1047-6210
1470-1286
Publication date 2004
Sub-type Article (original research)
DOI 10.1080/1047621042000213601
Volume 15
Issue 2
Start page 175
End page 188
Total pages 14
Editor A. Luke
C. Luke
D. Mayer
Place of publication Abingdon, England
Publisher Taylor & Francis
Collection year 2004
Language eng
Subject C1
330399 Professional Development of Teachers not elsewhere classified
749999 Education and training not elsewhere classified
Abstract 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.
Q-Index Code C1

 
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Created: Wed, 15 Aug 2007, 03:17:41 EST