NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ602600
Record Type: CIJE
Publication Date: 2000
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISSN: ISSN-0022-0671
Power-Knowledge Formations in Literacy Teacher Education: Exploring the Perspectives of Two Teacher Educators.
Hinchman, Kathleen A.; Lalik, Rosary
Journal of Educational Research, v93 n3 p182-91 Jan-Feb 2000
Former student teachers, collaborating teachers, and researchers examined how literacy teacher educators' language is a means of circulating truth claims about reading instruction. Because truth claims can potentially perpetuate instructional inequities, they provide an appropriate context for exploring power relations in literacy teacher education. Critical autobiographical analysis of participants' conversations are used to conduct this self-directed inquiry into teaching practices. (SM)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A