Developing a Deeper Understanding of Community-Based Pedagogies with Teachers: Learning with and from Teachers in Colombia

Autor/inn/en	Sharkey, Judy; Clavijo Olarte, Amparo; Ramírez, Luz Maribel
Titel	Developing a Deeper Understanding of Community-Based Pedagogies with Teachers: Learning with and from Teachers in Colombia
Quelle	In: Journal of Teacher Education, 67 (2016) 4, S.306-319 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487116654005
Schlagwörter	Teaching Methods; Standards; Faculty Development; Foreign Countries; Qualitative Research; Case Studies; Public Schools; College School Cooperation; Indigenous Knowledge; Teacher Attitudes; Learner Engagement; Learning Motivation; Family School Relationship; Chemistry; Language Arts; Social Studies; Curriculum; Educational Benefits; Communities of Practice; Professional Autonomy; Ownership; Social Justice; Program Descriptions; Teacher Education; Elementary School Teachers; Secondary School Teachers; Semi Structured Interviews; Questionnaires; Colombia (Bogota) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Standard; Ausland; Qualitative Forschung; Case study; Fallstudie; Case Study; Public school; Öffentliche Schule; Lehrerverhalten; Motivation for studies; Lernmotivation; Chemie; Sprachkultur; Gemeinschaftskunde; Curricula; Lehrplan; Rahmenplan; Bildungsertrag; Community; Berufsfreiheit; Eigentum; Soziale Gerechtigkeit; Lehrerausbildung; Lehrerbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen
Abstract	Here we share findings from a 9-month qualitative case study involving a school-university professional development inquiry into how teachers develop, implement, and interpret community-based pedagogies (CBPs), an asset-based approach to curriculum that acknowledges mandated standards but begins with recognizing and valuing local knowledge. After describing the structure and activities of the professional development project, we focus on the work and perspectives of four teachers at one public school in Bogotá. The challenges identified were outweighed by the benefits, including increased student engagement, motivation, family-school involvement, and an appreciation of local knowledge as curriculum resource. In addition to generating rich curriculum exemplars in chemistry, social studies, and language arts, the teachers' interpretations and enactments of CBPs indicate that CBPs are flexible enough to allow multiple entry points, teacher autonomy, and ownership, and share enough commonalities with other pedagogical approaches to allow different learning trajectories for teachers and students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01