Search results for: Change agents
Page 1/1 6 items
Framing Pre-service Teachers’ Professional Learning Using Web2.0 Tools: Positioning Pre-service Teachers as Agents of Cultural and Technological Change
This paper addresses key issues in pre-service teachers’ professional learning. The argument explores pre-service teachers’ learning and practice, which is both informed by technology and which uses technologically enhanced practices in classrooms as learning and teaching strategies.
Updated: Sep. 04, 2016
“I'll Squeeze It In”: Transforming Preservice Classroom Teachers' Perceptions Toward Movement Integration in Schools
This study examines preservice classroom teachers (PCTs) personal health behaviors and perceived barriers toward movement integration (MI) in schools. The findings reveal that the PCTs became more aware of and made changes to their lifestyles through participation in PEPI. Although PCTs perceived the presence of organizational barriers in implementing MI, they consistently believed in the benefits of MI. Helping PCTs to become aware of and make changes to their lifestyles will strengthen their beliefs as prospective agents of change in the health and well-being of their students.
Updated: Jun. 05, 2016
Social Justice in Practice? Exploring Teacher Candidates’ Commitment Toward Change Agency Through Action Research
This qualitative study explores how candidates’ action research (AR) projects reflect critical AR. The author argues candidates who conduct critical AR promote its emancipatory goals and indicate a commitment to act as change agents for social justice through education. Candidates’ AR projects reveal that the majority explored cultural and institutional factors that may affect schooling. Additionally, students reported actions taken during and after the AR course that show a developing commitment to incorporate democratic practices into the teaching and learning process.
Updated: Feb. 29, 2016
The Potential of Communities of Practice as Contexts for the Development of Agentic Teacher Leaders: A Three-Year Narrative of One Early Childhood Teacher's Journey
This article uses an explanatory narrative of participation and transformation across two consecutive early childhood communities of practice to chronicle the evolution of a teacher leader, Michelle. This narrative illustrates how the continuity of experience spawned her development from apprentice toward an agentic teacher leader, characterized by an ethical ideal, disposition of lifelong learner, and participation in joint endeavors. The authors reveal how Michelle constructed and reconstructed her leadership roles through individual and collective inquiry grounded in daily practices.
Updated: Oct. 26, 2014
The authors empirically examine the impact that students’ backgrounds, academic experiences, and attitudes have on their likelihood of selecting a STEM major in college. The findings revealed significant effects in relation to race, academic preparation, attitudes and dispositions toward math and science, college choice considerations, and postsecondary experiences.
Updated: Apr. 28, 2013
This study examines the career motives of minority special-education teachers in the Bedouin Arab society of southern Israel. The results show that the teachers aspire to become agents of social change in three spheres.
Updated: Feb. 08, 2012