Abstract
This chapter considers how knowledge change impacts differently on different stakeholders, specifically teachers, policymakers and teacher educators. We consider how each group might lay claim to a particular dimension of knowledge and how that might impact on professionalism and practice using a triad of theorised lenses to explore some of the key areas. In particular, we are interested here in the polarity of compliance and resistance evident in knowledge in education, and the ways in which teacher educators are uniquely positioned in changing that to a discourse of possibility, developing teachers as ‘transformative intellectuals’ (Giroux in Teachers as intellectuals: towards a critical pedagogy of learning. Greenwood Publishing Group, London, 1988). Teacher educators are thus understood as agents of knowledge change reflecting the shared values of all stakeholders to democracy in education.
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Schuck, S., Aubusson, P., Burden, K., Brindley, S. (2018). Changing Knowledge, Changing Education. In: Uncertainty in Teacher Education Futures. Springer, Singapore. https://doi.org/10.1007/978-981-10-8246-7_5
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DOI: https://doi.org/10.1007/978-981-10-8246-7_5
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