ERIC Number: EJ1186736
Record Type: Journal
Publication Date: 2018
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1742-5964
EISSN: N/A
Critically Teaching Criticality?: Modeling Social and Pedagogical Inquiry with Literary Texts
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.
Descriptors: Teaching Methods, Critical Theory, Teacher Education Programs, Teacher Educators, Outcomes of Education, Social Change, Transformative Learning, Attitude Change, Student Attitudes, Educational Change, Critical Literacy, Cultural Differences, Teacher Student Relationship, Childrens Literature, Elementary School Teachers, College Faculty, Teacher Attitudes, Multicultural Education
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A