Recent tensions and challenges in teacher education as manifested in curriculum discourse
Hökkä, P., Eteläpelto, A., & Rasku-Puttonen, H. (2010). Recent tensions and challenges in teacher education as manifested in curriculum discourse. Teaching and Teacher Education, 26 (4), 845-853. doi:doi:10.1016/j.tate.2009.10.022
Published inTeaching and Teacher Education
© Elsevier. This is an electronic final draft version of an article whose final and definitive form has been published in the journal Teaching and Teacher Education by Elsevier.
This study seeks to contribute to discussions on the development of teacher education by analysing teacher educators' talk concerning curriculum reform. The curriculum is understood as a mediating construction between teacher educators and the social context, and the development of the curriculum is seen as a negotiation process between global discourses and local actors. Our aim was to understand the contrasting discourses used by teacher educators in talking about curriculum development, on the grounds that such discourses frame interpretations that direct the implementation of teacher education as a whole. Five contrasting interpretative repertoires were found. We illustrate these and discuss what they imply for the development of teacher education.
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