Year-end Sale % OFF 
Abstract
The view that epistemological issues are central to developing a gender critical initial teacher education is explored. Particular reference is made to current government conceptualisations, and the associated assessment practices in England and Wales that are predicated on a technicist model of teaching. A critique of this model is put forward, and an alternative offered involving the self-reflective agent and a dialogic curriculum. Tentative suggestions are made for re-visioning practice
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
