Journal article

The salience of space for pedagogy and identity in teacher education: Problem‐based learning as a case in point

D Mulcahy

Pedagogy, Culture and Society | Published : 2006

Abstract

Recently, issues of space and spatiality have been taken up in education, though less so in teacher education. This article examines the significance of space for pedagogy and identity in teacher education. Drawing on topological approaches to the study of pedagogy, it explores the potential of a problem‐based approach to teacher education to link the professional knowledge produced through teacher education programmes in the academy to professional practice in schools. It promotes a theoretical and empirical imperative to look keenly to the pedagogic spaces created by students (here, student teachers) to challenge established hierarchies of theory and practice. Essentially interrogatory, th..

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