Search results for: Pedagogy

This article offers a reading of the 2006 film The History Boys, which depicts eight male working-class grammar school students preparing for exams to enter Oxford and Cambridge and two teachers who prepare them. The author reads the film's subjunctive mood as connected to an analytic of 'after-queer' that complicates linear understandings of youth, sexuality, development, and education.

This article contributes to understanding of the professional learning of expert school teachers when they are appointed as university-based teacher educators. A qualitative analysis is used to interpret the transcripts of 16 semi-structured interviews with newly appointed lecturers, in a large UK teacher education department, who have moved from school-based teacher roles and have less than five years' experience working in higher education. The new teacher educators experience tensions within the educational partnership and professional field about the value of abstract knowledge compared with work-based practice and about what a lecturer in teacher education should be.

Through theoretically driven case studies, the research reported here considers the ways in which students in different social class settings are inducted into school knowledge. The paper brings to the centre the social class positioning of teachers in considering their role in schooling processes. The central question of the paper is whether the authors can establish a relationship between teachers' own social class backgrounds, their professional dispositions and their pedagogic practice.

The outcomes of a two-pronged 'real-world' learning project in Australia, which aimed to expand the views of pre-service teachers about learning, pedagogy and diversity, will be discussed in this article. Using Butin's conceptual framework for service learning, the authors show evidence that this approach can enable pre-service teachers to see new realities about the dilemmas and ambiguities of performing as learners and as teachers.