Abstract
In this chapter, I shall suggest that student-teachers, no less than experienced teachers, are inevitably engaged in ongoing philosophical and pedagogical repositionings and relocations in the face of their unfolding professional experience and expertise. Some of these repositionings and relocations are related to tensions between their own preferred pedagogies and ideologies and those promoted by externally-imposed education policies (Britzman 1989; Bernstein 1996; Stronach et al. 2002) or by other practical constraints such as class size and student dispositions (Thomas 1995; Hewitson 2004). Such tensions often result in practitioners making pragmatic ‘settlements’ that involve the occupation of positions of compromise (Moore et al. 2002). Other, somewhat different repositionings and relocations, however, are also demanded, as the practitioner seeks to understand and articulate current experience in relation to previous personal experiences of life, including educational and family life.
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Moore, A. (2010). Working and Learning Under Pressure: Reflexivity on Teacher Experience and Development. In: Kwo, O. (eds) Teachers as Learners. CERC Studies in Comparative Education, vol 26. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9676-0_7
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