NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1143327
Record Type: Journal
Publication Date: 2016
Pages: 23
Abstractor: As Provided
ISSN: EISSN-1916-0666
The Potential of Familial and School Curriculum-Making Worlds in Teacher Education
Huber, Janice; Farmer, Joanne; Reid, Nathalie; Desrochers, Claire; McKenzie-Roblee, Sue
McGill Journal of Education, v51 n3 p1037-1059 2016
Diversity, equity, and justice are vital focuses in teacher education programs and research. Yet, studies show that as children and families interact with schools their lives are often ignored, silenced, or used to define them as deficit. This paper inquires into the interactions between early career teachers, children, and families. Using a semi-structured interview protocol, we explored the personal and professional situations 20 early career teachers described as shaping the knowledge they draw on in their interactions with families. Thinking narratively with the stories shared by one teacher, we explore the potential of familial and school curriculum-making worlds in teacher education and ways these understandings may open spaces and conversations that strengthen the interactions between early career teachers and families.
McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A