Search results for: Conklin Hilary
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In this case study, two teacher educators in urban teacher education programs identify and analyze the components of teacher education practice in relation to a vision of compassionate, critical, justice-oriented teacher education. Drawing on the data, the authors offer a pedagogical framework that identifies key features of compassionate, critical, justice-oriented teacher education to inform research and practice. They highlight the contributions of this framework for justice-oriented teacher education and the inherent complexity of attempts to parse such fundamentally messy relational practice.
Updated: Jun. 11, 2017
Learning from Young Adolescents: The Use of Structured Teacher Education Coursework to Help Beginning Teachers Investigate Middle School Students' Intellectual Capabilities
In this article, the authors discuss findings from a case study in which beginning secondary social studies teachers interviewed young adolescents with the goal of unearthing and possibly challenging the teachers' beliefs about middle school students’ capabilities in social studies. The results of this study suggest that the coursework showed potential for shifting teachers’ views of young adolescents’ intellectual capabilities and, in some cases, shaping new commitments to teaching middle school students.
Updated: Sep. 20, 2011
In this article, the author offers a case of the predicaments which she encountered in conducting teacher education research at her own institution. She also re-examine these predicaments using an ethic of mindfulness and compassion. The author explores how this Buddhist perspective might help researchers navigate what can be a lonely, ethically complicated research journey among their own colleagues.
Updated: Jun. 15, 2009