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Title: A Rhetoric of Certainty: Modern Knowledge Practices in Contemporary Education
Contributor(s): Smith, Dorothy  (author)orcid 
Publication Date: 2014
DOI: 10.4018/978-1-4666-6202-5.ch006
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Abstract: The past decade has seen increasingly tightly specified graduate outcomes for undergraduate and postgraduate teacher education courses across much of the developed world. These outcomes potentially have the power to describe what ought to be seen as the proper sphere of school education. In this chapter, the author draws upon education policy documents, state education regulations, and parliamentary reports to write about common sense accounts of the goals and purposes of compulsory state schooling and the regulation of pre-service teacher education in universities. The author considers the implications of these accounts for teacher professionalism and argues for a more visible assertion of the complexity of education. Finally, the author considers the implications of this recommendation for pre-service teacher education in universities.
Publication Type: Book Chapter
Source of Publication: Advancing Knowledge in Higher Education: Universities in Turbulent Times, p. 83-98
Publisher: IGI Global
Place of Publication: Hershey, United States of America
ISBN: 9781466662032
Fields of Research (FoR) 2008: 130103 Higher Education
Fields of Research (FoR) 2020: 390303 Higher education
Socio-Economic Objective (SEO) 2008: 930501 Education and Training Systems Policies and Development
930302 Syllabus and Curriculum Development
Socio-Economic Objective (SEO) 2020: 160205 Policies and development
160301 Assessment, development and evaluation of curriculum
HERDC Category Description: B1 Chapter in a Scholarly Book
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Series Name: Advances in Higher Education and Professional Development
Editor: Editor(s): Tanya Fitzgerald
Appears in Collections:Book Chapter
School of Education

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