Search results for: Hibbert Kathryn M.
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“Relocating the Personal” to Engender Critically Reflective Practice in Pre-service Literacy Teachers
This case study mapped candidates' responses to a pre-service literacy course. The course was designed with the intent of promoting critical reflection and complex understandings of literacy, teaching, and learning. As part of a broader qualitative case study including 71 participants over 8 months, this paper focuses on data gathered from 7 candidates. The analysis confirmed the effectiveness of certain conditions created in the course while pointing to a need for further attention to issues of power and the unconscious in learning to teach literacy.
Updated: Aug. 17, 2010
Beacons of light, rays, or sun catchers? A case study of the positioning of literacy teachers and their knowledge in neoliberal times
A study was conducted on the 'minority world' trend in teacher in-service, which tries to develop experts who can assist other teachers raise student achievement. The program was based on teacher knowledge production, but findings revealed that training the teachers negated their prior knowledge, experience and practices. The authors argue that teachers need critical reflection, time to share with other teachers, and a flow of knowledge in all directions.
Updated: Mar. 31, 2008