走向越轨:对教师教育项目的批判性反思

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Diana R. Dansereau, A. Goodrich, K. Hendricks, Tawnya D. Smith, Kinh T. Vu
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引用次数: 3

摘要

根据贝尔·胡克斯的说法,教育工作者要超越流水线式的方法,拥抱思想、身体和精神的整合,并以尊重所有学生独特性的方式参与其中。本研究的目的是评估我们的音乐教师教育计划,以批判性地分析我们的做法可能会或可能不会违反。根据S-STEP(教师教育实践自学)的原则,我们分享了研究的动机及其多个重叠阶段。我们从数据中提出S-STEP过程的主题,然后使用学术文献重新考虑这些数据。调查结果包括学生和教育工作者的智力和精神成长,以及在网络环境中教学中固有的挑战。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Reaching to Transgress: A Critical Self-Study of a Teacher Education Program
Teaching to transgress, according to bell hooks, entails educators moving beyond an assembly-line approach to embrace integration of the mind, body, and spirit, and engaging in ways that honor the uniqueness of all students. The purpose of this study was to evaluate our music teacher education program in order to critically analyze how our practices may or may not transgress. In keeping with principles of S-STEP (Self-Study of Teacher Education Practices), we share the provocation for the study and its multiple overlapping stages. We present themes from the S-STEP process resulting from the data, and then reconsider those data using scholarly literature. Findings include the intellectual and spiritual growth of students and educators, and the challenges inherent in teaching to transgress within an online environment.
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来源期刊
Journal of Music Teacher Education
Journal of Music Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.90
自引率
41.70%
发文量
27
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