Investigating Ideological Clarity in Teacher Education

Negotiating Ideologies About Teaching Writing in a High School English Classroom

“…Thus, ideological re?ection and self-re?ection should be a major objective of teacher education and professional development. Implications from this study suggest that preservice and novice teachers would benefit from explicit description about the negotiation process of teachers who implemented innovative practices in a traditional context (Assaf & Dooley, 2010). Several ways that teacher educators could do this is through case study work (Levin, 2003), video case studies (Koc, Peker, & Osmanoglu, 2009), dialogic narratives (Rogers et al, 2006), and online and face-to-face scenarios (Mahon, Bryant, Brown, & Kim, 2010) about successful negotiation skills.…”

“…For example, Assaf and Dooley (2010) investigated how eight beginning teachers' ideologies were constructed and reconstructed by examining the struggles and tensions teachers expressed in a multicultural literacy course. They found that revealing dialogic tensions through social interaction was critical to helping preservice teachers develop ideological clarity, especially related to multicultural education.…”

Cultural Competence and Cultural Identity: Using Telementoring to Form Relationships of Synergy

“…Investigating Student Teacher Cultural Competencies: The Deficit Perspective Assaf and Dooley (2010) observed that, ''most research on multicultural teacher education has focused on teachers' belief systems by using survey or questionnaire data and tended to treat beliefs as a static trait' ' (p. 156). Similarly, Cochran-Smith et al (2004) called for fuller investigations of the tensions and contradictions implicit in learning to teach.…”

A Journey Through Justice … Letting Go of the Power

“…However, learning to teach critical literacy may not always be easy or positive. In fact Assaf and Dooley (2010) discovered that beginning teachers in a graduate level multicultural course focused on critical literacy theories expressed a great deal of tension and grappled with their ideological becoming as they took on new ways to think about literacy instruction. Course texts, class discussions, and personal narrative writing assignments served as catalysts for some of the teachers to question their beliefs and negotiate the own schooling experiences with the expectations of the course.…”