Search results for: Burns Michele
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The article examines case studies from the UK and South Africa regarding ideologies and practices in teaching. In the case of the UK, the authors discuss a teacher's degree course and expose a rift between individual, experiential knowledge and institutional organizational knowledge, all characteristic of the large-scale transformations of education in the UK. In South Africa, the study follows a white teacher teaching in a black township. The authors conclude that student teachers should be taught about the discourse by which teaching is constructed so that they can reflect more critically on their professional practice.
Updated: Apr. 08, 2008