Wobbling Our Way to Culturally Proactive Pedagogies: Achieving Flow in U.S. Teacher Education

Autor/inn/en	Shimek, Courtney; Appleget, Carin; Myers, Joy; Hogue, Breanya
Titel	Wobbling Our Way to Culturally Proactive Pedagogies: Achieving Flow in U.S. Teacher Education
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 49 (2023) 1, S.53-68 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2022.2038516
Schlagwörter	Teacher Education Programs; Culturally Relevant Education; Literacy Education; Teacher Educators; Teaching Methods; Cultural Context; Assignments; Teacher Attitudes; Educational Practices; Teacher Collaboration; Instructional Design; Educational Change; Cultural Pluralism; Teacher Characteristics; Preservice Teacher Education; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Assignment; Auftrag; Zuweisung; Lehrerverhalten; Bildungspraxis; Lehrerkooperation; Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungsreform; Kulturpluralismus; Lehramtsstudiengang; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Using Garcia and O'Donnell-Allen's pose, wobble, flow framework, this research discusses how a group of literacy teacher educators worked together to implement culturally proactive pedagogies (CPP) in their undergraduate courses at different universities across the United States. With increased cultural diffusion and diversity across the globe, examining factors that occur across a variety of contexts is paramount. This research looks across four different cultural contexts within the U.S. to determine what similarities occurred between the researchers and should be considered in other contexts. In addition to sharing the readings and assignments implemented in their respective classrooms, the authors discuss the nuanced considerations they had to make when incorporating CPP into their courses, highlight wobbles that brought them both closer to and further from achieving flow, and end with the practices that felt closest to achieving flow. The authors argue that when teacher educators intentionally take time to collaborate with one another, share resources, and reflect upon their wobbles they can design courses that stem from a foundation of culturally proactive pedagogies and real shifts in teaching can occur. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01