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ERIC Number: ED437393
Record Type: Non-Journal
Publication Date: 1999-Nov-19
Pages: 23
Abstractor: N/A
Reference Count: N/A
Teacher as Self: Understanding Pedagogy in Global Education.
Gaudelli, Bill
This study used an ethnographic approach to analyze data on the teacher as self in the high school social studies classroom, examining patterns in social studies pedagogy and how the teacher's self is manifested in global education classrooms. Data came from observation reports, interviews, and document analyses at three high schools. Teacher interviews examined their personal backgrounds, then focused on identity. The data showed a distinct pattern in social studies pedagogy in that the teacher's self was manifested in global education classrooms. Teacher identity categories included gender, occupation, religious background, family history, athletic background, ethnic identity, and travel. Teachers, in part due to their identities, taught differently, specifically with regard to how they selected content, the amount of time and emphasis placed on topics, and how they characterized course content related to their identity. Ambiguity about relativism and universalism was a consistent pattern found among most study participants. The lack of clarity with regard to the teacher's beliefs about relativism in global education manifested itself in classrooms. Teachers either avoided or sensationalized controversial issues in global education classrooms, stemming from their personal discomfort with engaging judgments in the classroom in a reasoned, methodical manner. (Contains 11 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A