Deepening Dialogue: White Preservice Teachers’ Use of Mode-Switching to Revise Prior Assumptions in an Online Synchronous Class about Linguistic Racism

IF 2.5 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Theory Into Practice Pub Date : 2024-01-19 DOI:10.1080/00405841.2024.2307835

Michael B. Sherry, Mandie Bevels Dunn, Jessica O’Brien

引用次数: 0

Abstract

How might teachers and students deepen dialogic space in online discussions centered on race? This paper explores challenges of creating shared spaces of collective inquiry online across audio/visu...

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深化对话：在关于语言种族主义的在线同步课堂上，白人职前教师利用模式转换来修正先前的假设

教师和学生如何在以种族为中心的在线讨论中深化对话空间？本文探讨了在网上创建共享的集体探究空间所面临的挑战，这些空间跨越音频/视频和多媒体技术。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Theory Into Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.80

自引率

3.10%

发文量

期刊介绍： Published since 1962, Theory Into Practice (TIP) is a nationally recognized, peer reviewed journal featuring multiple perspectives and scholarly, yet practical and engaging, discussions of important issues in education. TIP publishes articles covering all levels and areas of education, including learning and teaching; counseling; assessment; teacher education and professional development; classroom management; administration and supervision; curriculum; policy; and technology. Each issue of TIP is devoted to a timely theme developed by a Guest Editor who has expertise in the theme area.