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ERIC Number: ED356367
Record Type: Non-Journal
Publication Date: 1992-Dec-4
Pages: 23
Abstractor: N/A
Reference Count: N/A
Transforming the Philosophy and Teaching Practices of Secondary Home Economics Teachers.
Johnson, Julie; Carlson, Susan
In 1985, the Nebraska State Home Economics Education Council decided to develop curriculum using Marjorie Brown's work on critical consciousness orientation as the philosophic base for decision making. The change to this orientation was challenging and involved many difficulties. The interpretive and critical science components of the research conducted were intended to understand what it is like to examine one's orientation and teaching practices. The interpretive component had three parts: observations of three teachers; indepth interviews with these teachers, their administrators, and students; and writings of 45 teachers in the learning communities (LCs). Critical science action research was implemented through LCs. The LC process involved 33 participants in 3 LCs in 1991. In 1992, 12 teachers were selected for an additional LC; 28 of the original 33 members continued in LCs for a second year. Preliminary findings indicated the following: teachers were unable to articulate their beliefs in a clear, consistent manner; teachers generally agreed with all orientations when they completed the questionnaire, illustrating inability to differentiate between conflicting orientations; teachers had difficulty reflecting on their practice to see if it was compatible with their originally stated beliefs; and after in-depth study of the orientations, teachers were better at reflecting upon their actions and analyzing them in reference to the orientations. (Appendixes include 14 references and transparencies illustrating the LC process, study findings, and teacher comments.) (YLB)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nebraska