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Critically adaptive pedagogical relations: the relevance for education policy and practice

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    Rights statement: This is the peer reviewed version of the following article: © Griffiths, M. (2013), Critically adaptive pedagogical relations: the relevance for education policy and practice, Educational Policy, 63(3), 221-236, which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1111/edth.12020/abstract

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http://onlinelibrary.wiley.com/resolve/doi?DOI=10.1111%2Fedth.12020
Original languageEnglish
Pages (from-to)221-236
Number of pages16
JournalEducational Theory
Volume63
Issue number3
Early online date26 Jun 2013
DOIs
StatePublished - 26 Jun 2013

Abstract

In this article Morwenna Griffiths argues that teacher education policies should be predicated on a proper and full understanding of pedagogical relations as contingent, responsive, and adaptive over the course of a career. Griffiths uses the example of the recent report on teacher education in Scotland, by Graham Donaldson, to argue that for all the report’s considerable merits, it remains deficient because it does not attend to the complexity and contingency of pedagogical relations. The complexity arises from the existence of (at least) four analytically distinguishable pedagogical relations, each of which interacts with the others. These relations are contingent on the embodiment of teacher and students and on the political and sociocultural context of the class. Therefore they are also contingent on time, as teachers age and as the political and sociocultural context changes. Griffiths concludes the article with suggestions for creating a teaching profession in which teachers are reflectively and critically adaptive during the course of their careers.

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