Search results for: Paugh Patricia
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This article explains the authors' involvement in an urban in‐district master’s program with a mission that included developing a ‘critical praxis’ for all participants. Their students' resistance to the readings written by teacher researchers brought the authors to question their pedagogy. This analysis reminds teacher educators to look carefully for often hidden opportunities offered for deeper learning when multiple perspectives come into contact.
Updated: Oct. 21, 2013