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ABSTRACT
This paper examines the development of a ‘pedagogical voice’, based on feminist pedagogy, among female teacher trainees after one year of supervision and study. The underlying assumption was that the development of a pedagogical voice needs certain learning conditions that help in strengthening awareness of the patriarchal learning culture, as part of the process via which a female teacher trainee becomes a female education professional who can support and defend her approach and actions.
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No potential conflict of interest was reported by the author.
Additional information
Notes on contributors
Sigal Oppenhaim-Shachar
Sigal Oppenhaim-Shachar, a lecturer in the Gender Studies Program; The Sociology and Anthropology Department; School of Education- Bar-Ilan University School of Education- Ono Academic College. Her areas of research are comprised from the relationship between gender, education and sociology. Her works on the topic of adolescent girls, intersectionality and intervention processes were published in Academic Journals in England the U.S.A. and Israel. Lately, a book in this topic has being published in Hebrew, by Mofet institute Tel Aviv- We were counting on you: A second look at an intervention for girls from stigmatized communities (2019).