Critiquing, Curating, and Adapting: Cultivating 21st-Century Critical Curriculum Literacy with Teacher Candidates

Autor/inn/en	Schroeder, Stephanie; Curcio, Rachelle
Titel	Critiquing, Curating, and Adapting: Cultivating 21st-Century Critical Curriculum Literacy with Teacher Candidates
Quelle	In: Journal of Teacher Education, 73 (2022) 2, S.129-144 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schroeder, Stephanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/00224871221075279
Schlagwörter	21st Century Skills; Preservice Teachers; Social Media; Educational Technology; Critical Literacy; Critical Theory; Curriculum; Lesson Plans; Planning; Elementary School Teachers; Technology Uses in Education; Media Literacy; Direct Instruction; Credibility; Standards; Cultural Relevance; Resources; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Soziale Medien; Unterrichtsmedien; Kritisches Lesen; Kritische Theorie; Curricula; Lehrplan; Rahmenplan; Lesson planning; Unterrichtsplanung; Ablaufplanung; Planungsprozess; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Media skills; Medie competence; Medienkompetenz; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Glaubwürdigkeit; Standard; Betriebsmittel; Hilfsmittel; Lehramtsstudiengang; Lehrerausbildung
Abstract	Teachers commonly use sites such as Pinterest, TeachersPayTeachers.com, and Instagram to support their lesson planning. Developing a critical lens toward the use of these sites in teacher education is imperative, yet little research has been published outlining how this might be done. This study investigates how 44 teacher candidates (TCs) across two methods courses altered their thinking about the use of sites such as Pinterest, TeachersPayTeachers.com, and Instagram after experiencing explicit instruction and practice in "21st-century critical curriculum literacy." Findings indicate that TCs developed a more critical lens toward these sites, yet the inclusion of critical pedagogical content knowledge within "21st-century critical curriculum literacy" is essential to develop a critical lens toward specific resources. Implications include how teacher educators might continue to develop "21st-century critical curriculum literacy" in TCs and directions for future research. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01