Search results for: Ideology
Page 1/2 11 items
Educating Klaren: neoliberal ideology in teacher education impacting candidate preparation and the teaching of science to Black students
This study employs a qualitative case study approach of one elementary preservice teacher as a critique of neoliberal ideology on teacher education for equity and teaching Black children. The study specifically seeks to understand the role of science teacher education in the preparation of an elementary teacher candidate and her learning about sociocultural perspectives in science education and how her ideas about teaching converge within the larger framing of neoliberal ideology. Sociocultural perspectives are defined broadly to include diversity, equity, and identity with a neoliberal ideology to focus on how the teacher candidate talks about equity issues and the teaching of Black children. The case is constructed using multiple course artifacts collected over one semester (i.e., reflective papers, informal conversations, and a semi-structured interview). The case study discusses the importance of science teacher education in the preparation of teacher candidates for classroom practice where sociocultural perspectives are given attention and how neoliberal ideology may impact teacher candidates’ teaching and learning of science in culturally and racially diverse classrooms.
Updated: Jun. 28, 2022
This research study explored student teachers’ perceptions of rural teaching from a qualitative research paradigm. The findings revealed that the participants failed to demonstrate a comprehensive understanding of the uniqueness and consequences of teaching in a rural area. For some of the participants, the rural teaching offered a unique opportunity for the realization of an idealistic mission for their country. However, other participants were particularly fearful of adjusting to an unfamiliar rural context.
Updated: Sep. 08, 2014
This article is a critical examination of the ideologies and practices that educators bring to bear on their classrooms in order to create inclusive, safe, and welcoming environments for all children, but particularly for children with gender variant behaviors and interests. Using a feminist perspective, this article offers a new conceptual lens with which to examine classroom practices that reinforce the heteronormative classroom and, as such, restrict and constrain alternate forms of gender expression. Finally, the authors contend that the classroom must be places where children with non-conforming gender interests and expression are given the opportunity to take risks and test their unique ideas and ways of being.
Updated: Jan. 11, 2011
This paper proposes a philosophical reconstruction of the subject of the educator as the agent of curriculum. This political ontology of the subject suggests a process of reconstruction consisting of several stages: the disclosure of ideology and complicity, the investigation of the process of interpellation, and the creation of a fundamentally collective educational practice. It is only on the basis of the effective staging of this crisis at the heart of the teaching subject that a meaningful critical pedagogy and curriculum can be articulated.
Updated: Nov. 23, 2010
In this study, the authors investigated how beginning teachers’ ideologies were constructed and reconstructed by closely examining teachers’ discourse expressed in one graduate multicultural literacy course. This study took place at a large university in a southwestern city in the United States. Eight beginning teachers, with a range of teaching experiences participated in this study. This study emphasized the role of language and social interactions and highlighted the ways in which beginning teachers struggled with dominate discourses about culture and literacy instruction.
Updated: Oct. 29, 2010
Teachers’ Collective Actions, Alliances and Resistance within Neo-liberal Ideas of Education: The Example of the Individual Programme
This paper uses ethnographic research from an Individual Programme (IP) in a Swedish upper secondary school to explore how alliances, collective actions and resistance can be materialised within the changed system. The author found that the teachers in the study tried to implement consciousness-raising work in three ways: through ‘encouraging critical awareness’, ‘encouraging students’ collective actions’ and ‘working towards a collective’.
Updated: Oct. 29, 2010
The purpose of this paper is to share the findings of a 4-year qualitative study investigating the relationships forged and teaching ideologies constructed by Latino pre-K teachers via critical “storying” within a culturally responsive professional learning community. Findings suggest that as teachers learned to recognize, listen to, and learn from the personal/professional individual and collective life histories of each other, their teaching efficacy was enhanced increasing their ability to develop effective literacy instruction that was culturally and linguistically responsive to the needs of young children.
Updated: Aug. 31, 2010
Exemplary Mentors' Perspectives towards Mentoring across Mentoring Contexts: Lessons from Collective Case Studies
This study examined the perspectives that mentors, who are considered exemplary in the field, exhibit towards mentoring in different mentoring contexts in the Israeli school system. These perspectives were examined from a variety of view points: The mentors themselves, their mentees, supervisors, school principals, and project leaders. The findings reveal that, despite the different contexts of practice, star mentors shared common perspectives towards mentoring in terms of educational ideologies and envisioned roles and practices, exhibited through the use of a similar professional language.
Updated: Aug. 03, 2010
This collective case study focuses on two teachers who use documentary film to teach about controversial events. The goal of the study is to better understand teacher selection and use of film as part of pedagogy and the experiences of students who are engaged in deliberative activities with film. In this case, teachers utilized film to help students examine two controversial events in U.S. history. The teachers utilize film as a neutral source for students to use as evidence for taking a position, despite the value-laden perspectives included in the films. Implications for teachers, teacher educators, and especially democratic and social studies education researchers are examined.
Updated: Jul. 06, 2009
The article examines case studies from the UK and South Africa regarding ideologies and practices in teaching. In the case of the UK, the authors discuss a teacher's degree course and expose a rift between individual, experiential knowledge and institutional organizational knowledge, all characteristic of the large-scale transformations of education in the UK. In South Africa, the study follows a white teacher teaching in a black township. The authors conclude that student teachers should be taught about the discourse by which teaching is constructed so that they can reflect more critically on their professional practice.
Updated: Apr. 08, 2008