Fostering Culturally Proactive Pedagogies: Designing Learning Events for Elementary Literacy Methods Courses

Autor/inn/en	Hogue, Breanya; Myers, Joy; Shimek, Courtney; Appleget, Carin
Titel	Fostering Culturally Proactive Pedagogies: Designing Learning Events for Elementary Literacy Methods Courses
Quelle	In: Literacy Research and Instruction, 60 (2021) 1, S.56-80 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2020.1779879
Schlagwörter	Culturally Relevant Education; Elementary Education; Literacy Education; Methods Courses; Preservice Teacher Education; Teaching Methods; Student Attitudes; Beliefs; Attitude Change; Communities of Practice; Teacher Attitudes; Teacher Educators; Teacher Role; Social Justice + Suchen Sie Ihr Suchwort? Elementarunterricht; Methodisch-didaktische Anleitung; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Belief; Glaube; Attitudinal change; Einstellungsänderung; Community; Lehrerverhalten; Teacher education; Education; Lehrerbildung; Lehrerrolle; Soziale Gerechtigkeit
Abstract	This design-based study explored what happens when literacy educators from across the country intentionally create learning events that engage preservice teachers in exploring culturally proactive pedagogies (CPP). After each event, researchers met via video conference to discuss preservice teachers' responses, which guided future pedagogical decisions. The findings, framed by Pose, Wobble, Flow, examine how preservice teachers posed, in stating their beliefs specific to CPP, wobbled in those beliefs throughout the semester, and in some instances found "flow" by persisting through the wobble to develop a more nuanced understanding of CPP. Implications for teacher education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01