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Confusions and Conundrums During Final Practicum: A Study of Preservice Teachers’ Knowledge of Challenging Behaviour

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Interrupting the Psy-Disciplines in Education

Abstract

This chapter describes the psy-knowledges central to preservice teachers’ understandings of challenging behaviour. Particularly, it pays attention to the unexpectedly dangerous questions generated when working towards a practical and integrated understanding of how biological, psychological, and ecological factors interact. This chapter deploys Foucauldian discourse analysis to problematize the preservice teachers’ shifting and changeable awareness of these causal attributions of behaviour and how this impacts their pedagogy.

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Acknowledgement

Research student grants from the School of Education at University of Wollongong and an Australian Postgraduate Award provided financial support for the PhD project.

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Authors and Affiliations

  1. University of Wollongong, Wollongong, Australia

    Samantha McMahon & Valerie Harwood

Authors
  1. Samantha McMahon
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  2. Valerie Harwood
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Editor information

Editors and Affiliations

  1. Department of People and Technology, Roskilde University, Roskilde, Denmark

    Eva Bendix Petersen

  2. Institute of Advanced Social Research and SPARG, University of Tampere, Tampere, Australia

    Zsuzsa Millei

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McMahon, S., Harwood, V. (2016). Confusions and Conundrums During Final Practicum: A Study of Preservice Teachers’ Knowledge of Challenging Behaviour. In: Bendix Petersen, E., Millei, Z. (eds) Interrupting the Psy-Disciplines in Education. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-51305-2_9

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  • DOI: https://doi.org/10.1057/978-1-137-51305-2_9

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  • Publisher Name: Palgrave Macmillan, London

  • Print ISBN: 978-1-137-51304-5

  • Online ISBN: 978-1-137-51305-2

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