Autobiography, Disclosure, and Engaged Pedagogy: Toward a Practical Discussion on Teaching Foundations in Teacher Education Programs

Autor/inn/en	Milam, Jennifer L.; Jupp, James C.; Hoyt, Mei Wu; Kaufman, Mitzi; Grumbein, Matthew; O'Malley, Michael P.; Carpenter, B. Stephen, II; Slattery, Patrick
Titel	Autobiography, Disclosure, and Engaged Pedagogy: Toward a Practical Discussion on Teaching Foundations in Teacher Education Programs
Quelle	In: Teacher Education and Practice, 27 (2014) 1, S.12-43 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-6459
Schlagwörter	Teacher Education Programs; Teaching Methods; Education Courses; Foundations of Education; Self Disclosure (Individuals); Autobiographies; Student Attitudes; Curriculum Development; Personal Narratives; Preservice Teachers; Student Diversity; Teacher Attitudes; Student Surveys; Interviews; World Views; Annotated Bibliographies + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Fortbildungskurs; Grundlagenausbildung; Autobiography; Autobiografie; Autobiographie; Schülerverhalten; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Erlebniserzählung; Lehrerverhalten; Schülerbefragung; Interviewing; Interviewtechnik; World view; Weltanschauung; Bibliography; Bibliographies; Bibliografie
Abstract	In this research reflection, we develop a portrait of our engaged pedagogy for teaching educational foundations classes in teacher education. Our engaged pedagogy--based on autobiography and self-disclosure traditions-- emphasizes instructors and students' self-disclosure of lived experiences as being central to practical curriculum in teaching educational foundations. In developing this portrait of our teaching, we use topical narrative that provides a unique fit for studying practical curriculum and students' responses. After discussing topical narrative as research methodology, we identify narrative patterns that emerged in our study with preservice teachers: searching for and finding words, opening eyes in relation to broader issues, and reconsidering worldviews. In continuation, we discuss "disclosure on disclosure," which identifies benefits of working through autobiography and disclosure traditions alongside limits that emerge in practice. We conclude by emphasizing the importance of initiating a practical discussion on teaching foundations as a key area of professional activity in teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10