Exploring student teachers' resistance to teacher education pedagogies

被引：14

作者：

Bronkhorst, Larike H. ^{[1
]}

Koster, Bob ^{[1
]}

Meijer, Paulien C. ^{[2
]}

Woldman, Nienke ^{[3
]}

Vermunt, Jan D. ^{[4
]}

机构：

[1] Univ Utrecht, Dept Educ, Fac Social & Behav Sci, NL-3508 TC Utrecht, Netherlands

[2] Radboud Univ Nijmegen, Grad Sch Educ, NL-6525 ED Nijmegen, Netherlands

[3] Wageningen Univ, Social Sci Grp, NL-6700 AP Wageningen, Netherlands

[4] Univ Cambridge, Fac Educ, Cambridge CB2 1TN, England

来源：

TEACHING AND TEACHER EDUCATION | 2014年 / 40卷

关键词：

Student teachers; Resistance; Friction; Cross-case study; Supervision; Teacher educator; DELIBERATE PRACTICE; REFLECTION;

D O I：

10.1016/j.tate.2014.02.001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Student teachers' resistance to teacher education is often understood as a lack of quality of the student teacher and/or the internship, and is expected to impede learning. In this study we suggest that resistance is interactive in nature, and can potentially have constructive outcomes. We engaged in a crosscase analysis of the resistance of two student teachers in a year-long teacher education program. Our results draw attention to diverse ways in which student teachers can engage in resistance, and to ways in which educators can support students in exploiting their resistance to benefit their learning. (C) 2014 Elsevier Ltd. All rights reserved.

引用

页码：73 / 82

页数：10

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