{"product_id":"social-theory-for-teacher-education-research-beyond-the-technical-rational","title":"Social Theory for Teacher Education Research: Beyond the Technical-Rational","description":"\u003cp\u003e\u003c\/p\u003e\u003cblockquote\u003eThe traditional focus of teacher education research on producing knowledge, skills, performance, and accountability fails to recognize the broader modes of domination that permeate schools and school systems. Social Theory for Teacher Education Research argues for drawing on social theories to inform research that builds a critically reflexive stance for noticing and unpacking the socio-political contexts of schooling. The book discusses innovative social theory-driven research that can challenge and change teacher education practices and the learning experiences of students, including Actor-Network Theory (ANT), Cultural Historical Activity Theory (CHAT), and la didactique du plurilinguisme. \u003c\/blockquote\u003e\u003cp\u003e                                                            \u003cstrong\u003eFormat\u003c\/strong\u003e: Paperback \/ softback\u003cbr\u003e                              \u003cstrong\u003eLength\u003c\/strong\u003e: 288 pages\u003cbr\u003e                              \u003cstrong\u003ePublication date\u003c\/strong\u003e: 25 March 2021\u003cbr\u003e                              \u003cstrong\u003ePublisher\u003c\/strong\u003e: Bloomsbury Publishing PLC\u003cbr\u003e                          \u003c\/p\u003e \u003cp\u003e\u003cbr\u003eIn the realm of teacher education research, theory and practice have traditionally been guided by a technical-rational lens, emphasizing the production of knowledge, skills, performance, and accountability. This narrow focus tends to perpetuate existing educational systems rather than recognizing and challenging the broader modes of domination that permeate schools and school systems. In their book, Social Theory for Teacher Education Research, Kathleen Nolan, Jennifer Tupper, and the contributors argue for the integration of social theories into research in teacher education. This approach aims to shift the agenda beyond mere technical concerns and toward the development of a critically reflexive stance that enables the recognition and analysis of the socio-political contexts of schooling.\u003cbr\u003e\u003cbr\u003eThe theories explored in this book include Actor-Network Theory (ANT), Cultural Historical Activity Theory (CHAT), and la didactique du plurilinguisme. Social theorists such as Barad, Bernstein, Bourdieu, Braidotti, Deleuze, Foucault, Heidegger, and Nussbaum are examined in the chapters, highlighting the ways in which innovative social theory-driven research can challenge and transform teacher education practices and the learning experiences of students.\u003cbr\u003e\u003cbr\u003eOne of the key arguments put forth by the authors is that social theories provide a rich framework for understanding the complex relationships and power dynamics within educational institutions. By drawing on these theories, researchers can gain a deeper understanding of the ways in which teachers, students, and other stakeholders interact and contribute to the reproduction or transformation of educational systems.\u003cbr\u003e\u003cbr\u003eFor example, Actor-Network Theory (ANT) emphasizes the importance of understanding the agency and interconnectedness of individuals and objects. It posits that knowledge is not solely produced by individuals but is also co-created through social interactions and networks. This theory can be used to analyze the ways in which teachers and students engage with educational materials, technologies, and each other, and how these interactions shape their learning experiences.\u003cbr\u003e\u003cbr\u003eCultural Historical Activity Theory (CHAT) takes a historical and cultural approach to understanding the development of knowledge and skills. It emphasizes the role of social practices and cultural norms in shaping the learning experiences of individuals and groups. By examining the historical and cultural contexts in which teacher education takes place, researchers can identify the ways in which dominant ideologies and power structures are reproduced and challenged.\u003cbr\u003e\u003cbr\u003eLa didactique du plurilinguisme, on the other hand, focuses on the teaching and learning of multiple languages and cultures. It recognizes the importance of multilingualism and cultural diversity in contemporary societies and advocates for inclusive teaching practices that respect and celebrate these differences. By integrating social theories into teacher education research, researchers can develop more equitable and inclusive teaching practices that support the learning needs of all students, regardless of their linguistic and cultural backgrounds.\u003cbr\u003e\u003cbr\u003eIn addition to providing a theoretical framework, Social Theory for Teacher Education Research offers practical insights into how social theories can be applied to teacher education research. The authors provide examples of how social theory-driven research has been conducted in various contexts and discuss the implications of these studies for teacher education practices and policy.\u003cbr\u003e\u003cbr\u003eOne of the key findings of this book is that social theory-driven research can challenge and transform dominant narratives and ideologies about education. By unpacking the socio-political contexts of schooling, researchers can identify the ways in which these narratives perpetuate inequality, discrimination, and marginalization. This knowledge can then be used to develop more equitable and inclusive teaching practices that promote the social and emotional well-being of all students.\u003cbr\u003e\u003cbr\u003eAnother important aspect of social theory-driven research is its ability to promote reflexivity and critical thinking among teacher educators. By engaging with social theories, teacher educators can develop a deeper understanding of their own beliefs, values, and practices and become more aware of the ways in which these may perpetuate dominant ideologies and power structures. This reflexivity can then be used to develop more critically reflexive teaching practices that promote the development of critical thinking skills and a deeper understanding of social and political issues.\u003cbr\u003e\u003cbr\u003eIn conclusion, Social Theory for Teacher Education Research is a valuable resource for anyone interested in advancing the field of teacher education. By integrating social theories into research, the authors provide a framework for understanding the complex relationships and power dynamics within educational institutions and offer practical insights into how social theories can be applied to teacher education practice and policy. This book challenges and transforms dominant narratives and ideologies about education, promotes reflexivity and critical thinking among teacher educators, and contributes to the development of more equitable and inclusive teaching practices that support the learning needs of all students.\u003c\/p\u003e\u003cp\u003e                            \u003cstrong\u003eWeight\u003c\/strong\u003e: 442g                            \u003cbr\u003e\u003cstrong\u003eDimension\u003c\/strong\u003e: 155 x 233 x 19 (mm)                            \u003cbr\u003e\u003cstrong\u003eISBN-13\u003c\/strong\u003e: 9781350212251                                                      \u003c\/p\u003e","brand":"Shulph Ink","offers":[{"title":"Paperback \/ softback","offer_id":44094293639418,"sku":"9781350212251","price":35.33,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0522\/4297\/2845\/products\/17f1923fbd13136325a273c677bfde28.jpg?v=1621126561","url":"https:\/\/shulphink.com\/products\/social-theory-for-teacher-education-research-beyond-the-technical-rational","provider":"Shulph Ink","version":"1.0","type":"link"}