Search results for: Community education
Page 1/1 4 items
This paper presents a narrative inquiry study on agency development in student-teachers of an English language teacher program at a public university in the south of Colombia. The authors’ goal was to understand how student-teachers develop agency when narratively inquiring their community by planning and conducting community-based pedagogy projects on issues they found pertinent to investigate. The data were gathered through semi-structured focus group interviews, individual journal entries, and video-recorded talks about their inquiries. As a conclusion, they acknowledge that certain social and narrative practices such as interacting within their inquiry groups, interacting with their communities, voicing their communities’ necessities, and acting upon the inquired necessities facilitated developing agency and contributed to rethinking their roles as transformative members of their communities.
Updated: Jan. 30, 2021
This article examines the process of learning to become a social justice teacher. The author draws on Bakhtin’s notions of dialogue in order to theorize pre-service teachers’ identity negotiations. Supported by theoretically-sensitive ways of conceptualizing identity and social justice, the author develops an understanding of the ways pre-service teachers shape their identities through participating in community events.
Updated: Apr. 10, 2011
The author critiques the current professional development (PD) literature through a review of recent literature across professions. She proposes an alternative conceptualization, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades. She concludes by considering implications for practice and future research possibilities extending from reconceptualizing PD and understanding more about authentic professional learning.
Updated: Jul. 02, 2009
In this article, the implementation of community-based teaching and learning programs developed by pre-service teachers (PSTs) is examined for educational and organizational issues that shaped the outcomes for PSTs. The article highlights a number of consistent themes that throw light on factors that appear to affect the success of such pre-service courses.
Updated: Mar. 02, 2009