OUT NOW! Student teachers are theoretically engaged even when they seem not to be

In the article “Theoretical diffraction in teacher education” published in Discourse we describe a course in which we have been involved for the past two years. In the course we simultaneously aimed to teach theoretical reflection and to analyse what was happening as we taught theoretical reflection. Our research problem ended up partly undoing itself: The issue was not ‘how can we to teach theoretical reflection to students’, but rather ‘there is theoretical diffraction’.

READ MORE: http://dx.doi.org/10.1080/01596306.2015.1126917


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