NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ945421
Record Type: Journal
Publication Date: 2011-Jun
Pages: 19
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-1554-5210
Preparing Student Teachers to Address Complex Learning and Controversy with Middle Grades Students
Smith, Ann Marie; Lennon, Sean
International Journal of Progressive Education, v7 n2 p33-51 Jun 2011
This qualitative study explores pre-service teachers' perceptions of teaching critical literacy through discussions of controversial issues. Personality questionnaires were given to six classes of pre-student teachers over three semesters in order to gauge interest in teaching methods that incorporate inquiry learning and critical literacy. The results of this study suggest that these pre-service teachers were generally unwilling to discussing controversial issues in their classes. Also some teachers did not necessarily believe that students are capable of directing their own learning. The authors of this study make recommendations for preparing teachers to think about critical literacy through discussions of controversial issues. (Contains 3 tables.)
International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: http://www.inased.org/ijpe.htm
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A