NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1111052
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0022-4871
Developing a Deeper Understanding of Community-Based Pedagogies with Teachers: Learning with and from Teachers in Colombia
Sharkey, Judy; Clavijo Olarte, Amparo; Ramírez, Luz Maribel
Journal of Teacher Education, v67 n4 p306-319 Sep-Oct 2016
Here we share findings from a 9-month qualitative case study involving a school-university professional development inquiry into how teachers develop, implement, and interpret community-based pedagogies (CBPs), an asset-based approach to curriculum that acknowledges mandated standards but begins with recognizing and valuing local knowledge. After describing the structure and activities of the professional development project, we focus on the work and perspectives of four teachers at one public school in Bogotá. The challenges identified were outweighed by the benefits, including increased student engagement, motivation, family-school involvement, and an appreciation of local knowledge as curriculum resource. In addition to generating rich curriculum exemplars in chemistry, social studies, and language arts, the teachers' interpretations and enactments of CBPs indicate that CBPs are flexible enough to allow multiple entry points, teacher autonomy, and ownership, and share enough commonalities with other pedagogical approaches to allow different learning trajectories for teachers and students.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colombia (Bogota)
Grant or Contract Numbers: N/A