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Why Not Simply Use the Best Theory? A Critical Discourse Analysis of the Notion of Plurality in Three Texts Used at a Teacher Education Institution in Sweden
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Edling, Silvia – Citizenship, Social and Economics Education, 2014
Drawing on ambitions to contest violence in education, this article challenges ideas that student teachers only need to rely on evidence-based theory in their future profession. This is accomplished by analysing and comparing theories of plurality as described in three texts used in courses at one teacher education institution in Sweden. The texts…
Descriptors: Discourse Analysis, Teacher Education, Violence, Teacher Expectations of Students