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Walking-Creating for Fostering Teachers' Education in Peripheral Coastal Communities

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Title: Walking-Creating for Fostering Teachers' Education in Peripheral Coastal Communities
Language: English
Authors: Anne Parfitt, Stuart Read
Source: Journal of Education for Teaching: International Research and Pedagogy. 2024 50(2):329-340.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 12
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Beginning Teachers, Teacher Education, Place Based Education, School Community Relationship, Teacher Attitudes, Physical Activities, Learning Activities, Teacher Placement, Rural Areas
Geographic Terms: United Kingdom (England)
DOI: 10.1080/02607476.2023.2203079
ISSN: 0260-7476
1360-0540
Abstract: Walking-creating was adopted to probe orientations towards communities, while early career teachers were on clinical placement in the remote South West Peninsular of England. The aim of carrying out walking-creating events was to elicit whether and if so, the extent to which, early career teachers were sensitive to the communities where they had been placed and hence had begun to question deficit discourses tending to adhere to peripheral landscapes. We explored whether they were replacing these negative discourses with hopeful ones. We present a study of one early career teacher who during our creative activity disclosed how place awareness had been developing through interactions within the community. The novel walking-creating methodology is informed by a generative theorising of peripherality so as to contextualise the complexities of the multiple drivers likely to be coalescing in teachers' peripheral placement communities.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1422856
Database: ERIC
FullText Text:
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  Data: Walking-Creating for Fostering Teachers' Education in Peripheral Coastal Communities
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  Data: <searchLink fieldCode="AR" term="%22Anne+Parfitt%22">Anne Parfitt</searchLink><br /><searchLink fieldCode="AR" term="%22Stuart+Read%22">Stuart Read</searchLink>
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Walking-creating was adopted to probe orientations towards communities, while early career teachers were on clinical placement in the remote South West Peninsular of England. The aim of carrying out walking-creating events was to elicit whether and if so, the extent to which, early career teachers were sensitive to the communities where they had been placed and hence had begun to question deficit discourses tending to adhere to peripheral landscapes. We explored whether they were replacing these negative discourses with hopeful ones. We present a study of one early career teacher who during our creative activity disclosed how place awareness had been developing through interactions within the community. The novel walking-creating methodology is informed by a generative theorising of peripherality so as to contextualise the complexities of the multiple drivers likely to be coalescing in teachers' peripheral placement communities.
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        Type: general
      – SubjectFull: Beginning Teachers
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      – SubjectFull: Teacher Education
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      – SubjectFull: Place Based Education
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      – SubjectFull: School Community Relationship
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Physical Activities
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      – SubjectFull: Learning Activities
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      – SubjectFull: Teacher Placement
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      – SubjectFull: Rural Areas
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      – SubjectFull: United Kingdom (England)
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      – TitleFull: Walking-Creating for Fostering Teachers' Education in Peripheral Coastal Communities
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