ERIC Number: EJ1056467
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Critical Moments in Negotiating Authority: Grading, Accountability, and Teacher Education
Brubaker, Nathan D.
Teaching Education, v26 n2 p222-246 2015
Understanding teacher educators' reasoning about critical moments in negotiating authority can inform efforts to foster democratic teacher education practices and prepare future teachers to teach democratically. We know very little, however, about critical moments in negotiating authority, particularly in teacher educators' practices. The purpose of this study was to examine, using self-study methodology, a teacher educator's assumptions and perspectives about purposefully and explicitly negotiating authority through grading and accountability processes in an undergraduate teacher education course. From a critical pedagogical lens--concerning the intersection of classroom power relations, democratic citizenship, and student growth--the findings suggest that seeking legitimacy through consensual acceptance, responding to students' expressed interests, and constructing knowledge through continual questioning present potential frameworks for constructing purposeful pedagogical partnerships consistent with democratic aims in teacher education.
Descriptors: Teacher Education, Teacher Educators, Self Evaluation (Individuals), Undergraduate Students, Undergraduate Study, Grading, Accountability, Democratic Values, Power Structure, Conflict Resolution, Empowerment, Grounded Theory
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A