Critical epistemologies and gender issues in initial teacher education

Abstract

The view that epistemological issues are central to developing a gender critical initial teacher education is explored. Particular reference is made to current government conceptualisations, and the associated assessment practices in England and Wales that are predicated on a technicist model of teaching. A critique of this model is put forward, and an alternative offered involving the self-reflective agent and a dialogic curriculum. Tentative suggestions are made for re-visioning practice