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Gert Biesta

Professor of Education

University of Melbourne

Australia

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About

Gert Biesta is a Professor of Educational Theory and Pedagogy at the University of Edinburgh, UK. His research interests focus on teacher education, educational philosophy, and the role of arts in contemporary education. Recent publications include explorations of teacher education, the impact of societal changes on education, and critiques of educational discourses.

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Collaborators (15)

Lotar Rasiński

Associate Professor

University of Silesia

POLAND

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Margaret Kettle

Professor

Central Queensland University

AUSTRALIA

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Deirdre Forde

Assistant Professor

National University of Ireland, Maynooth

IRELAND

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Jenni Carter

University of South Australia

AUSTRALIA

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David Bright

Senior Lecturer

MONASH UNIVERSITY

AUSTRALIA

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Keita Takayama

University of South Australia

AUSTRALIA

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Samuel Osborne

University of South Australia

AUSTRALIA

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Amanda Heffernan

Queensland University of Technology

AUSTRALIA

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Suzanne O'Keeffe

Lecturer of Ed.

National University of Ireland, Maynooth

IRELAND

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Stewart Riddle

University of Southern Queensland

AUSTRALIA

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Hannah Soong

University of South Australia

AUSTRALIA

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Alison Wrench

Senior Lecturer

University of South Australia

AUSTRALIA

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Carl Anders Säfström

Professor of educational research

Maynooth University

IRELAND

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Kathleen Heugh

University of South Australia

AUSTRALIA

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Mark Selkrig

University of Melbourne

AUSTRALIA

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Gert Biesta

Research Interests

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About

Articles (38)

Challenging teacher education research

Editorial: reclaiming journal editorials in the age of AI

Is teacher efficacy a myth?

Turning the arrow: education after the age of the world-view

Has Research on “What Works” in Education Been Looking at the Wrong Interventions? Revisiting “Why ‘What Works’ Won't Work”

The Teacher as a work of art

Against the learnification of teaching: an analysis of policies for teacher education and the teaching profession in Brazil and Scotland

Challenging teacher education: a series of invited papers for the asia-pacific journal of teacher education

Amplify as a discourse and what it might mean for teacher education research

Challenging teacher education: a series of invited papers for the Asia-Pacific Journal of Teacher Education

El potencial de las artes en la educación contemporánea

From the point where I stand to the place where I can be found: The critique of perspectival reason as philosophy for education

Challenging teacher education: a series of invited papers for the Asia-Pacific journal of teacher education

Publish and perish: academic journal publishing at a crossroad

The future of education in the impulse society: Why schools and teachers matter

The World Asks Something from Us: An Interview With Gert Biesta About Encountering Subjects in Education and Mental Health Work

The double intervention of world-centred education: Introduction to a book symposium

How to say in English what you cannot say in English? Dilemmas of ‘global’ scholarship and small steps forward

Philosophy of education in a new key

Ignoring reality? Doubling education’s exigencies

As If the World Is Waiting for Our Opinion

Taking the Angle of the Teacher

Engaging with ‘China’: a dialogue among APJTE editors

Teaching and teacher education in the age of evidence: The case for artistry

How ‘academic’ should academic writing be? Or: why form should follow function

Desinstrumentalizando la educación

School can’t? Thinking about refusal in education

Editorial: excavating ‘meaningful differences’ in Asia-Pacific teacher education research

Transforming teacher education or transforming the school: a dangerous dilemma?

Becoming contemporaneous: intercultural communication pedagogy beyond culture and without ethics

Navigating the complex space of journal editing: Exploring the tensions between the intellectual and commercial dimensions of academic publishing

In recognition of teachers and teaching

Teaching, education, and the politics of English

Reflections on contemporary challenges and possibilities for democracy and education

Philosophy of education in a new key: Publicness, social justice, and education; a South-North conversation

Reclaiming a future that has not yet been: The Faure report, UNESCO’s humanism and the need for the emancipation of education

Taking teacher educators, teachers, and students seriously in research: a statement from the editors of the Asia-Pacific Journal of Teacher Education about the revised aims and scope of the journal

Who educates the teacher educator? On research, practice, and politics

Collaborators (15)

Lotar Rasiński

Margaret Kettle

Deirdre Forde

Jenni Carter

David Bright

Keita Takayama

Samuel Osborne

Amanda Heffernan

Suzanne O'Keeffe

Stewart Riddle

Hannah Soong

Alison Wrench

Carl Anders Säfström

Kathleen Heugh

Mark Selkrig

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