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ERIC Number: EJ862204
Record Type: Journal
Publication Date: 2008
Pages: 17
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-1945-9009
Impact of Self-Directed Group Study Projects on Social Justice Teachers' Induction-Year Experiences
Pitre, Charisse Cowan; Curtis, Adrienne; Golash, Ian; Kuzmanich, Kristin; Wenzl, Gretchen
AILACTE Journal, v5 p75-91 Fall 2008
This paper presents findings of an induction year study of teachers trained in a graduate level social justice teacher education program. At the conclusion of the one-year intensive teacher preparation program, students participated in self-directed group study projects in which they identified and researched critical questions and issues related to successful teaching and learning in diverse communities and teaching for social justice. The preservice teachers worked collaboratively to investigate self-selected topics of interest such as humanity and care of students and issues of equity and differentiation. The results of the collaborative study projects offered practical suggestions for successful teaching and learning in diverse environments and were compiled on a professional resource website to support the teachers during the induction year. This paper describes the exemplary practice of self-directed inquiry projects and presents findings related to the impact of this collaborative inquiry experience on the study participants' first year of teaching.
Association of Independent Liberal Arts Colleges for Teacher Education. 1903 Princeton Avenue, St. Paul, MN 55105. Tel: 651-690-8949; e-mail: erns0039@umn.edu; Web site: http://www.ailacte.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A