通过现场教师教育探索多样性和培育代际

Q4 Social Sciences

Exceptionality Education International Pub Date : 2019-03-17 DOI:10.5206/EEI.V29I1.7780

Leyton Schnellert, Donna Kozak

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引用次数: 2

摘要

这一关键案例研究(Grosvenor & Pataki, 2017;梅里亚姆(Merriam, 2009)研究了在教育学士学位课程中，就地读写和语言艺术课程中的多样性和多元性如何在主流教师教育中创造了一个批判性的话语空间。本研究的数据包括对教师候选人的访谈和课程作业。研究结果表明，教师候选人在现场教师教育课程中学会了寻找和重视不同学生的知识来源，努力实现包容性实践，并发展了以公平为导向的教学法。通过这个项目，我们帮助人们认识到，通过多元化的视角，教师就地教育可以从所有学习者的文化素养和生活经验中产生课程(Grant & Agosto, 2008;摩尔,2014)。

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Exploring Diversity and Nurturing Generativity Through in situ Teacher Education

This critical case study (Grosvenor & Pataki, 2017; Merriam, 2009) examines how taking up diversity and plurality within in situ literacy and language arts courses in a Bachelor of Education program created a critical discursive space within mainstream teacher education. Data in this research included interviews with teacher candidates and course assignments. Findings suggest that teacher candidates learned to seek and value diverse students’ funds of knowledge, grappled with inclusive practices, and developed equity-oriented pedagogy within in situ teacher education coursework. Through this project we contribute to the rising recognition that in situ teacher education through a lens of diversity can generate curriculum drawing from the literacies and lifeworld experiences of all learners (Grant & Agosto, 2008; Moll, 2014).

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来源期刊

Exceptionality Education International Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量