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ERIC Number: EJ1186736
Record Type: Journal
Publication Date: 2018
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1742-5964
Critically Teaching Criticality?: Modeling Social and Pedagogical Inquiry with Literary Texts
McCarthy, Mark D.
Studying Teacher Education, v14 n2 p174-193 2018
Within US teacher preparation programs, critical pedagogy and a desire for social change can lead teacher educators to prioritize transformation of prospective teachers' beliefs through self-reflection. In pursuit of effective critical pedagogies, teacher educators also need to examine their own practices and beliefs. This self-study, a manifestation of teaching as inquiry, reframes evaluations of teaching away from what students do toward what teachers do. Here I undertake a reflexive examination of my own recursive practice as a teacher educator in children's literature. Drawing upon a complex notion of teaching and learning, I argue that student learning outcomes are unpredictable, and as a result, successful teacher education should model self-inquiry as a vital part of teaching. Findings show that teaching choices (and omissions) in response to students' responses led to unintended outcomes that undermined my motivations. I conclude that teacher educators' self-inquiry and reflection in broader social contexts offers access to critical ways of thinking that underlie their work toward developing similar capacities among their prospective teacher students.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A