Fostering Critical, Relational Visionaries: Autoethnographic Practices in Teacher Preparation

Autor/inn/en	Vaughn, Margaret; Kuby, Candace R.
Titel	Fostering Critical, Relational Visionaries: Autoethnographic Practices in Teacher Preparation
Quelle	In: Action in Teacher Education, 41 (2019) 2, S.117-136 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vaughn, Margaret)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2018.1561548
Schlagwörter	Educational Practices; Preservice Teachers; Ideology; Beliefs; Personal Narratives; Critical Literacy; Instructional Effectiveness; Social Justice; Ethnography; Situated Learning; Reflection; Whites; Advantaged; Teacher Education Programs; Beginning Teachers; Student Teaching; Elementary Education; Early Childhood Education; Imagination + Suchen Sie Ihr Suchwort? Bildungspraxis; Ideologie; Belief; Glaube; Erlebniserzählung; Kritisches Lesen; Unterrichtserfolg; Soziale Gerechtigkeit; Ethnografie; White; Weißer; Junior teacher; Junglehrer; Teaching practice; Unterrichtspraxis; Elementarunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	Scholars suggest that through visioning preservice teachers can imagine their ideal classroom and construct instructional practices aligned with their knowledge of effective pedagogy. However, less is known about the relationship between preservice teachers' visions and their personal ideologies and histories. During the semester, preservice teachers were asked to engage in autoethnographic processes to examine their histories, beliefs, and experiences. With a cross-case narrative design, a dialogic analysis was used to explore the how and why of preservice teachers' visions on critical literacy teaching. Discussion focuses on the need to provide spaces within courses for students to explore their histories and articulate practical ways to live-out critical pedagogical visions in their future classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01