Search results for: Pedagogical implications
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The authors focus on the role of emotions in preparing preservice and in-service teachers to confront educational and societal inequities. 14 graduate students who enrolled in a course on urban education participated in the study. The authors analyze students’ understandings of a critical incident in the course about gender inequities through individual semistructured interviews, focus group interviews, and document analysis. Four prevalent patterns of emotional selectivity emerged within the specific context of gender inequity in educational contexts. The fourth of these patterns considers emotions-reason informing knowledge, identities, and actions. This pattern offers pedagogical possibilities for challenging personal, educational, and societal inequities as it situates the focus of teachers’ roles as active agents of change.
Updated: Mar. 18, 2009
This article employs Phillips' (1995) analytic framework that divides the pedagogical applications of constructivism into three distinct categories: the good, the bad, and the ugly. The primary objective in this article is to provide teacher educators and teachers with a richer understanding of constructivism - its limitations and its strengths - while offering concrete pedagogical strategies for its classroom application.
Updated: Mar. 02, 2008