Abstract
A substantial body of research exists concerning the assumptions, knowledge, and beliefs that preservice teachers hold upon entering a teacher education program (Wideen, Smith, and Moon, 1998). Much of this research argues that, upon entering programs, most preservice teachers do not have a highly developed critical disposition that questions the status quo and critiques educational policies and the social conditions of schooling.
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Trier, J. (2014). A Detournement of Joe Clark’s Problematic “Motto” of Personal Agency in lean on me 1.. In: Trier, J. (eds) Detournement as Pedagogical Praxis. Breakthroughs in the Sociology of Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-800-8_2
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DOI: https://doi.org/10.1007/978-94-6209-800-8_2
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