Search results for: Crawford-Garrett Katherine
Page 1/1 2 items
This paper describes the experiences of three pre-service teachers as they engaged in teacher research as part of their teacher education program. Specifically, this paper investigates the role of the teacher’s personal and academic history in the design of their teacher research projects; how their research worked to disrupt classroom cultures and practices. It also examines the ways in which the pre-service teachers interpreted their research in light of new contexts during their first year of teaching. The authors argue that the action research process fostered a deep engagement with certain ideas. This process allowed the pre-service teachers a space to develop these ideas fully and test nascent theories about teaching and learning. In conclusion, the authors contend that action research would be a powerful programmatic framework allowing multifaceted engagement with significant questions and problems of practice from initial methods courses through student-teaching.
Updated: May. 13, 2018
This paper highlights two key problems of practice the author faced as the instructor of an elementary literacy methods class for Teach for America corps members in a large, northeastern city during an era characterized by strict state and district control: the deficit perspectives the corps members held of their students and the lack of autonomy they experienced as educators. The author concludes by discussing the implications of this work with particular attention to (1) how various institutions frame teaching and learning, (2) the role of methods courses in interrupting these frames, and (3) the pedagogical possibilities inherent in doing so for both students and teachers.
Updated: Aug. 13, 2017