ERIC Number: EJ938845
Record Type: Journal
Publication Date: 2010
Pages: 29
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1541-4914
EISSN: N/A
Teachers' Reflections on Pedagogies that Enhance Learning in an Online Course on Teaching for Equity and Social Justice
Ukpokodu, Omiunota Nelly
Journal of Interactive Online Learning, v9 n3 p227-255 Win 2010
This study investigated teachers' reflective perspectives on pedagogies that enhance learning in an online course on "Teaching for equity and social justice" in a teacher education program. Data were collected from survey, alternative anonymous course assessment, interview, and document analysis. Participants identified threaded discussions, partner-shared learning, course 3Rs (rigor, relevance and relationships), pre-post narrative inquiries and writing reading response papers as critical pedagogies that enhanced their learning in the online course. In this paper, I analyze and discuss the teachers' reflective perspectives and the construction and implementation of these pedagogies.
Descriptors: Social Justice, Teacher Education Programs, Online Courses, Reflective Teaching, Teaching Methods, Equal Education, Surveys, Course Evaluation, Reader Response, Critical Theory
University of Alabama. 152 Rose Administration, P.O. Box 870104, Tuscaloosa, AL 35487. Web site: http://www.ncolr.org/jiol
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A