ERIC Number: ED334176
Record Type: RIE
Publication Date: 1991
Reference Count: 0
Power and Involvement in Preservice Teacher Education.
Catalano, Anthony; Tillie, Della
The research project described here explored the complexity of the relationships in a group supervision model of teacher education, focusing on the empowerment of teachers as confirmed by their involvement, collegiality, and reflection. The theoretical frameworks informing the project were: the concept of connectedness as described in feminist pedagogy; power relations as defined in critical and feminist theory; and relational theories from the fields of counseling and education. The research project was qualitative in design and used the following as data sources: weekly dialogue journals; audiotaped transcripts of weekly seminars; regular classroom observations; supervisors' journals; notes and videotapes of meetings; personal educational history interviews; questionnaires; and participants' responses on institutional evaluation instruments. The potentially problematic relationship of power and involvement was approached from a feminist perspective of connectedness using L. Penman's (1980) schema on power and involvement relationships as a framework for analysis and discussion. Case studies of four student teachers and the supervisory methods used with each supported and extended earlier research. Findings showed an increased level of participation among the students, a higher level of discourse in their interactions, increased degrees of intragroup consultation, and a greater understanding of themselves as teachers. (AMH)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers: Feminist Pedagogy; Power
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991).