Search results for: Fitchett Paul G.
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In this case study, the authors explored how one college of education went about revising curricula across several programs; thereby disentangling multiple perspectives in order to address the needs of various external drivers as well as meeting faculty-driven needs. Informed by a conceptual framework undergirded by sociocultural theory and co/sense-making, findings from their study present a complicated view of the curricular revisioning process––offering evidence of both success and areas for continued improvement. Specifically, findings illustrate how faculty chose to mediate curricular revisioning tools; how faculty and college administration negotiated the aims and processes of curricular revisioning; and how (mis)communication among various participants intersected the work and shaped the perceptions of faculty and administration. Themes generated from their study provide lessons for others seeking to revise their teacher education curricula.
Updated: Aug. 10, 2021
It Takes Courage: Fostering the Development of Critical, Social Justice-Oriented Teachers Using Museum and Project-Based Instruction
This article describes development of an educational setting which fosters critical, social justice practices of teachers. Through course readings, museum visits, focus group discussions, and reflections on clinical observation experiences, preservice teachers developed a fictitious educational setting that incorporates critical, social justice practices and privileges the experiences and cultural backgrounds of all K-12 students. The authors developed recommendations for how future educators problematized ideas of courage, race, and diversity in developing the setting.
Updated: May. 02, 2016