In this chapter we explore the implications and challenges of poststructuralism for reconstituting pedagogy as discourse and as practice, taking particular account of small-group forms of collaboration, interaction and ('distributed') learning in school and classroom culture. Our argument is that poststructuralism, as a distinct field of theoretical and philosophical inquiry, represents an extremely useful resource for teacher education. Our concern here is to begin to reconsider in particular the discourse(s) and practice(s) of what has traditionally been described as 'methods' courses in pre-service teacher education, although there are clear implications also for in-service and professional development work oriented towards improved classroom practice. In this way, our concern is with professional practice more generally. Conventionally and all too often, 'methods' courses are seen as more or less instrumental(ist), and as necessarily requiring so-called 'practical' experience, demonstration and expertise. We argue that major reconceptualisation is urgently required in seeking to re-claim practice as pedagogy. Our specific concern here is with thinking with, through and beyondpoststructuralist theory and philosophy as a crucial resource for 'rethinking the educational subject' (Peters, 1998, p. 22) and hence, for re-inventing the project ofteacher education.
|Title of host publication||Critical Readings in Teacher Education|
|Subtitle of host publication||Provoking Absences. Bold visions in educational research ; 20|
|Place of Publication||Rotterdam|
|Number of pages||15|
|Publication status||Published - 2008|