Search results for: Self concept
Page 5/5 45 items
This study investigates the role of synergistic scaffolds in supporting preservice teachers’ knowledge of self-as-teacher. Data include preservice teacher papers written before and after the introduction of scaffolds, surveys, and interviews.The authors conclude that carefully designed synergistic scaffolds can support preservice teachers in their exploration of self-as-teacher.
Updated: Jan. 19, 2009
Building and Destroying Students' 'Academic Identities': The Power of Discourse in A Two-Way Immersion Classroom
Two-way immersion is a model for bilingual education designed to help language-minority students develop additive bilingualism while at the same time offering language-majority students a chance to learn a second language. The article begins with a brief review of the available research on two-way immersion education. Then, using Bakhtin's concept of dialogue and Bourdieu's and Gee's ideas of discourse/Discourse, this article takes a close-up look at the discourse patterns in one second-grade two-way immersion classroom in Northern California.
Updated: Dec. 31, 2008
In this article, the author explores how Michel Foucault’s notion of the “care of the self” might provide a conceptual basis for resistance to the normalizing practices and disciplinary power associated with high-stakes accountability and resulting educational practices. The author suggests that to shift attention from limited notions of the self toward expansive and creative possibilities for constituting the self requires clarity on what it means by the educated self in a context of accountability.
Updated: Dec. 17, 2008
Teachers’ Conceptions of Teacher-research and Self-perceptions as Enquiring Practitioners—A Longitudinal Case Study
The article explores a study engaged in teachers-research and the student being able to be requiring practitioners. A group of Britain student teachers were studied, utilizing questionnaires, semi-structured interviews and field notes from direct observation. Using a grounded theory methodology, the result follow that reporting research does not providies teachers the skills and tools for reflection, that are easily transferable to practice.
Updated: Jun. 24, 2008
The article examines contemporary American educational discourse and why despite the justifiable and inspiring ideals of student centeredness and democratic education, American education often results in poor educational outcomes. The author cites inconsistencies of intent and practice at the core of the problem.
Updated: Feb. 26, 2008