Literaturnachweis - Detailanzeige
| Autor/inn/en | Ritchie, Scott; An, Sohyun; Cone, Neporcha; Bullock, Patricia |
|---|---|
| Titel | Teacher Education for Social Change: Transforming a Content Methods Course Block |
| Quelle | In: Current Issues in Comparative Education, 15 (2013) 2, S.63-83 (21 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1523-1615 |
| Schlagwörter | Teacher Education; Social Change; Social Justice; Undergraduate Students; Teacher Education Programs; Teacher Educators; Theory Practice Relationship; Preservice Teachers; Qualitative Research; Student Attitudes; Change Agents; Methods Courses; Educational Change |
| Abstract | This article analyzes data from a qualitative practitioner-research case study in which four university faculty members attempted to disrupt the hegemonic domestication of candidates enrolled in an undergraduate teacher education program. During the semester prior to their student teaching, 16 candidates at a large public university in the southeastern U.S. enrolled in four content methods courses. Taught by the authors of this article, the curriculum of these courses emphasized social justice dimensions of teaching rather than just focusing on skills and strategies. Drawing from the multiple data sources, the authors highlight the possibilities and limitations of teacher education for social change and argue that greater resources are needed for teacher education to effect true social change. (As Provided). |
| Anmerkungen | Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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