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dc.contributor.authorDonnison, Sharn
dc.contributor.editorBruce Haynes
dc.date.accessioned2017-05-03T12:23:39Z
dc.date.available2017-05-03T12:23:39Z
dc.date.issued2007
dc.date.modified2008-03-04T22:15:20Z
dc.identifier.issn03135373
dc.identifier.urihttp://hdl.handle.net/10072/17196
dc.description.abstractIn this paper I examine the assumptions or 'cultural models' (Gee, 1992, p. 60) that 70 aspiring Digital Generation pre-service teachers in south-east Queensland have formed about themselves as future teachers. This paper is drawn from a larger study that focused on the cultural models and resulting discourses that these pre-service teachers expressed about the development of their future lives and careers. In this paper, I argue that these pre-service teachers possess conflicting cultural models about both themselves as teaching professionals and as social activists. While they profess to be educational and social change agents they also profess discourses of educational conservatism and social disengagement. This paper contributes to the ongoing debate about how faculties of teacher education can best prepare teaching professionals in and for the new millennium. It highlights the need to consider the impact of a new generation of teaching professionals in relation to the success or failure of any proposed educational reform.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSchool of Education. Edith Cowan University
dc.publisher.placePerth
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto12
dc.relation.ispartofissue4
dc.relation.ispartofjournalAustralian Journal of Teacher Education
dc.relation.ispartofvolume32
dc.rights.retentionN
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchcode13
dc.titleDigital Generation Pre-Service Teachers as Change Agents: A Paradox
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.date.issued2007
gro.hasfulltextNo Full Text
gro.griffith.authorDonnison, Sharn


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