Competing professional identities in contemporary early childhood teacher education
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(Published version)
Date
2008
Authors
Krieg, Susan
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thesis
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Abstract
This thesis is a qualitative case study of curriculum change within a contemporary Australian university. The curriculum change involved a repositioning of early childhood teacher education into a course structure that would qualify teachers to work across both the early childhood and primary years. The study explores the ways some of the institutional social practices of a university at a particular socio historic moment constructed ways of 'being' for the people involved in the change process. In particular, the research investigates language as a social practice within the university and focuses on the ways university curriculum texts privileged some discourses over others, legitimating particular versions of teaching and excluding others.
School/Discipline
University of South Australia Hawke Research Institute for Sustainable Societies
Hawke Research Institute
Hawke Research Institute
Dissertation Note
PhD Doctorate
Provenance
Copyright Susan Krieg 2008
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EN-AUS
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506 0#$fstar $2Unrestricted online access