Teacher Identity from a Bourdieuian Perspective
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Peter Grootenboer; Robyn Zevenbergen & Mohan Chinappan
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Canberra
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This paper draws on the work of Pierre Bourdieu to understand the resistance of teacher education graduates to their University learning and the alignment with the field of education. This is a perplexing and perennial problem in teacher education. Bourdieu’s theory offers concepts that allow this situation to be theorized through notions of identity and the wider social, cultural arena within which identity can be construed.
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Identities, Cultures and Learning Spaces. Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia
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© 2006 MERGA. The attached file is posted here with permission of the copyright owner for your personal use only. No further distribution permitted. For information about this conference please refer to the conference’s website or contact the author(s).