Search results for: Consciousness raising

This article describes the design of an assignment structure that promotes teacher reflection on important issues related to a major education reform in Hong Kong. This article reported a grounded model explaining how this innovative assignment structure promotes reflection. The model situated the reflective assignments within the local teaching context in Hong Kong. The model also highlighted the importance of different forms of assistance and guidance in facilitating teachers’ reflective engagement in completing these cognitively demanding assignments.

In this article, the authors focus on the White teacher education students in their development of what they call a double image. The authors draw on narrative data gathered over eight years of inquiry in a cross-cultural internship that was part of a partnership between Mt. Olivet Baptist Church, a predominantly African American church community, and an Early and Elementary Childhood Masters in Education program at The Ohio State University. The authors use these stories to investigate some of the common beliefs that White teacher education students bring to antiracist, cross-raced work and the way in which these beliefs interfere with the development of more mature double images and more sophisticated perceptions of race, racism, and race relations.

In the current paper, the author traced an English as a foreign language (EFL) teacher’s professional development by examining her narrative and identifying the transformation of her awareness or kizuki. The term Kizuki in Japanese culture implies a sudden feeling of inner understanding of a phenomenon and can be roughly translated as ‘becoming aware of’, ‘noticing’ or ‘realizing’. To show how powerful and important the concept is for teacher development in the Japanese context, the author studied team‐taught project‐based EFL learning in a Japanese junior high school for nine months.

This case study explores the immediate impact of LGB-themed instruction by examining graduate education students’ written reflections following a guest lecture on LGB-related educational issues. The participants in this study were the instructor who was a heterosexual woman, two guest speakers who were two gay men, and 18 credentialed, master’s degree education students. The results of the current study indicate that teachers are more likely to establish and implement inclusive policies and practices in their classrooms in response to LGB-themed instruction.