Search results for: Souto-Manning Mariana
Page 1/1 7 items
What Should Teacher Educators Know and Be Able to Do? Perspectives From Practicing Teacher Educators
This study investigated the knowledge and experiences of practicing teacher educators and learn from them regarding what they believe they needed to know to do their work well. The authors use Cochran-Smith and Lytle’s theorizing about “relationships of knowledge and practice” to understand knowledge essential to teacher educating. The findings reveal that practicing teacher educators often feel unprepared to assume their role. The implication is that much work is needed in the academy to help both experienced and novice teacher educators become conscious of their own biases and subjectivities, develop skills and sensitivities that can support social justice teaching and researching, and build confidence as advocates for all learners and communities.
Updated: Jan. 13, 2016
In this article, the author questions the micro–macro separation in discourse analysis, the separation of personal and institutional discourses. The author explores the connections between macro-level power inequities and micro-level interactional positionings, thereby establishing critical narrative analysis (CNA). She examines the focus of critical discourse analysis (CDA) on institutional discourses and problematize the definition of power discourses by looking closely at the intertextual recycling of institutional discourses in everyday narratives and at the adoption of everyday narratives in institutional discourses. Ultimately, the article proposes that CNA unites CDA and narrative analysis in a mutually beneficial partnership that addresses both theoretical and methodological dilemmas in discourse analysis.
Updated: Feb. 18, 2014
Critically Redefining and Repositioning Media Texts in Early Childhood Teacher Education: What If? And Why?
The authors describe a semester-long qualitative study in which a teacher educator engaged preservice teacher educators in critically reading the texts and contexts of media, while simultaneously discussing inequities in education and society.
Updated: Jun. 12, 2013
This study explores the need for playing with power and privilege to deconstruct the concept of meritocracy and challenge the idea of one-ness, thereby fostering more conscious locations of White pre-service teachers. Results indicate that pre-service teachers’ views of their cultural locations shifted via theatre games.
Updated: Jun. 27, 2012
The Art and Science of Educational Inquiry: Analysis of Performance-Based Focus Groups with Novice Bilingual Teachers
For over two decades, the boundaries between the social sciences and the humanities have become blurred. This paper focuses on explicit arts-based approaches that the authors employed in a 3-year teacher education study of professional conflicts experienced by novice bilingual teachers. Authors describe how they used the arts and to what end, addressing questions of artistic processes, expertise, and research validity.This study illuminated the range of experiences and emotions involved in novice bilingual teachers’ professional lives, signaling the value and validity of research that is both artistic and scientific.
Updated: Mar. 18, 2009
In this study, the authors found that as new early childhood teachers enter schools, they interact with teacher aides and parents daily. However, the new teachers do not feel prepared for negotiating these professional adult relationships. These underlying tensions then affect children's development and learning. To address such situations, the authors propose the use of Boal's forum theatre (Boal, 1979) as a performative critical model for early childhood teacher education and support the advantages it offers for exploring issues facing early childhood teachers that may not be commonly addressed in teacher education classrooms.
Updated: Feb. 11, 2009
The article describes the use of Augusto Boal's Theater of the Oppressed (TO), as a form of academic and social support used in a recruitment and retention program for bilingual teachers in the Southeastern United States. Bilingual teacher critical discourse is discussed in language tools, and individual relationships.
Updated: Nov. 24, 2008