Search results for: Gaudelli William
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The purpose of this study was to explore the way that knowledge is construed through global media and what effect that knowledge has on students’ responses. Data were obtained from two focus groups in which students viewed and responded to global media. The results of this study suggest that dynamic visual texts provide a venue for teachers and students to consider what knowledge global media affords. However, students should become critical viewers of media, able to carefully and thoughtfully engage with assertions and evidence to foster inquiring capacities.
Updated: Dec. 11, 2012
What constitutes a good teacher is construed as one who knows content, pedagogy, and student cognitive and emotional development sufficiently. Student teaching is a critical period for identity development of beginning teachers, yet it often lacks the space to work through this process with their peers. The authors engaged a semester length phenomenological narrative study of ten student teachers in an onsite student teaching seminar. Participants’ stories revealed that a more complete sense of self arose through conflicts encountered and the disjuncture of perceptions and realities of beginning to teach.
Updated: Dec. 16, 2009
The article examines reflection as a widely accepted process in teacher education. The nature of reflection has recently been challenged by the socially situated and critical, as they try to engage teachers in the broader social context. The study examines the use of critical social reflection in two social studies methods courses.
Updated: Mar. 18, 2008