Engaging with theoretical diffraction in teacher education

Bibliographic Data

ID2937594
AuthorsM Lanas (0000-0002-5563-636X, University of Oulu, corresponding author), P Rautio (0000-0002-1847-6221, University of Oulu), Anne Koskela (University of Oulu), Kinnunen (0000-0001-6985-6614, University of Oulu), Susanna Kinnunen, Elina Viljamaa (0000-0001-8885-071X, University of Oulu), Jaana Juutinen (0000-0003-0762-4089, University of Oulu)
Year2017
Volume38
Issue4
Pages530-541
Publication date2017-07-04
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueDiscourse Studies in the Cultural Politics of Education (JOURNAL)
Journal identifiersISSN: 0159-6306 • E-ISSN: 1469-3739
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01596306.2015.1126917
OpenAlexW2401912929
LanguageEN
Citations received4
References cited23

This article presents a study in which we began with a question ‘how to teach theoretical reflectivity in teacher education’, and ended with a sentence ‘there is theoretical diffraction in teacher education’. The research presented in this paper took place in the context of a university course in which we have been involved for the past two years. During the course we simultaneously aimed to teach theoretical reflection and to analyse what was happening as we taught theoretical reflection. For two years we asked: What are students doing while we are trying to engage them in theoretical reflection? We noted that students are engaged in theory, but not in ways easily readable to the educators, and that the process could be called theoretical diffraction rather than reflection. Theoretical diffraction during the course was patterned by existing discursive practices: (1) disciplining emotions and focusing on control and answers; (2) personalising school as the teacher, and personally defending it; and (3) prioritising practice over theory and seeing both as dogma

Art · Diffraction · Happening · Mathematics education · Optics · Pedagogy · Physics · Sentence · Sociology · Computer Science · Educator Training and Historical Pedagogy · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies

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