Constructivist practice, pre-service teacher education and change: The limitations of appealing to hearts and minds

Teachers and Teaching: Theory and Practice

Volumn 7, Issue 3, 2001, Pages 257-269

  Klein, Mary ^a,b  

^a JAMES COOK UNIVERSITY   (Australia)

^b NONE   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33847682119     PISSN: 13540602     EISSN: None     Source Type: Journal    
DOI: 10.1080/13540600120078201     Document Type: Review

References (18)

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3. DAVIES, B. (1994) Poststructuralist Theory and Classroom Practice (Geelong, Deakin University Press).
4. DAVIES, B. (1996) Power/Knowledge/Desire: changing school organisation and management practices (Canberra, Department of Employment, Education and Training).
5. DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING (1989) Discipline Review of Teacher Education in Mathematics and Science, Vol. 1 (Canberra, Australian Government Publishing Service).
6. ERNEST, P. (1994) Varieties of constructivism: their metaphors, epistemologies and pedagogical implications, Hiroshima Journal of Mathematics Education, 2, pp. 1-14.
7. FAY, B. (1967) Critical Social Science: liberation and its limits (Oxford, Polity Press).
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9. HENRIQUES, J., HOLLWAY, W., URWIN, C., VENN, C. & WALKERDINE, V. (Eds.) (1984) Changing the Subject (London, Methuen).
10. KLEIN, M. (1996) The possibilities and limitations of constructivist practice in preservice teacher education in mathematics: Foucault, action research and pedagogical desire. Unpublished doctoral dissertation (Rockhampton, Australia, Central Queensland University).
11. KLEIN, M. (1998a) Constructivist practice in preservice teacher education in mathematics: (re)producing and affirming the status quo? Asia-Pacific Journal of Teacher Education, 26, pp. 75-85.
12. KLEIN, M. (1998b) New knowledge/new teachers/new times: how processes of subjectification undermine the implementation of investigatory approaches to teaching mathematics, in: C. KANES, M. GOOS & E. WARREN (Eds.) Teaching Mathematics in New Times (Brisbane, Mathematics Education Research Group of Australasia Incorporated).
13. LATHER, P. (1991) Getting Smart (New York, Routledge).
14. LATHER, P. (1992) Critical frames in educational research: feminist and post-structural perspectives, Theory into Practice, 31(2), pp. 87-99.
15. LERMAN, S. (1996) Guest editorial, Educational Studies in Mathematics, 31(1/2), pp. 1-9.
16. NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS (1989) Professional Standards for Teaching Mathematics (Reston, Croom Helm).
17. SCHUCK, S. (1996) Reflections on the dilemmas and tensions in mathematics education courses for student teachers, Asia Pacific Journal of Teacher Education, 24, pp. 75-82
18. TILLEMA, H. & KNOL, W. (1997) Collaborative planning by teacher educators to promote belief change in their students, Teachers and Teaching: theory and practice, 3(1), pp. 29-46.