Maija Lanas, Pauliina Rautio, Anne Koskela, Susanna Kinnunen, Elina Viljamaa & Jaana Juutinen (2017) Engaging with theoretical diffraction in teacher education, Discourse: Studies in the Cultural Politics of Education, 38:4, 530-541, DOI: 10.1080/01596306.2015.1126917
Engaging with theoretical diffraction in teacher education
|Author:||Lanas, Maija1; Rautio, Pauliina1; Koskela, Anne1;|
1Department of Education, University of Oulu, Oulu, Finland
|Online Access:||PDF Full Text (PDF, 0.5 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2019061019751
|Publish Date:|| 2019-06-10
This article presents a study in which we began with a question ‘how to teach theoretical reflectivity in teacher education’, and ended with a sentence ‘there is theoretical diffraction in teacher education’. The research presented in this paper took place in the context of a university course in which we have been involved for the past two years. During the course we simultaneously aimed to teach theoretical reflection and to analyse what was happening as we taught theoretical reflection. For two years we asked: What are students doing while we are trying to engage them in theoretical reflection? We noted that students are engaged in theory, but not in ways easily readable to the educators, and that the process could be called theoretical diffraction rather than reflection. Theoretical diffraction during the course was patterned by existing discursive practices: (1) disciplining emotions and focusing on control and answers; (2) personalising school as the teacher, and personally defending it; and (3) prioritising practice over theory and seeing both as dogma.
Discourse. Studies in the cultural politics of education
|Pages:||530 - 541|
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
The research has been funded by the Academy of Finland, project number 267166 and 264370.
|Academy of Finland Grant Number:||
267166 (Academy of Finland Funding decision)
264370 (Academy of Finland Funding decision)
© 2015 Informa UK Limited, trading as Taylor & Francis Group. This is an Accepted Manuscript of an article published by Taylor & Francis in Discourse: Studies in the Cultural Politics of Education on 29 Dec 2015, available online: https://doi.org/10.1080/01596306.2015.1126917.