Teacher educators' reflections on moments in a secondary teacher education course: thinking forward by challenging our teaching practices

Freedman, Debra; Bullock, Patricia; Duque, Genevieve S.

doi:10.1080/13450600500293316

Cited by 6 publications

(2 citation statements)

References 13 publications

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“…The method proposed in this paper attends to a micro‐element of practice; that is guided reflective group narratives constructed in the process of learning. Although it is situated within an overarching framework of self‐study and reflection in teacher education (Dinkelman, 2003; Freedman et al , 2005), its proposed reflective elements are distinctive in at least three dimensions. First, this paper advocates for the use of guided reflection as a conceptual tool in multicultural education, which differs from the autobiographical one or the one linked to practice (Whipp, 2003).…”

Section: Introductionmentioning

confidence: 99%

Conceptual collective online reflection in multicultural education classes

Oikonomidoy

2009

Multicultural Education &Amp; Technology Journal

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PurposeThe purpose of the paper is to demonstrate how collective conceptual reflections facilitated by online blogs can promote pre‐service teachers' growth in multicultural education classes.Design/methodology/approachAnalysis of one blog is used to demonstrate how information gained through that triggered the instructor's informed reflection and guided subsequent in‐class teaching/learning.FindingsThrough the analysis of the demonstrative blog, it becomes apparent that while pre‐service teachers were appropriating vocabulary used in the field of multicultural education, their narratives were superficial and oversimplified. Subsequent in‐class activities designed to attend to the conceptual gaps were used to problematize the simplistic views.Research limitations/implicationsThe data presented cannot be generalized to all pre‐service teachers. Since the purpose of this paper is to attend to the process and not the content, the demonstrative blog serves only as one possible example, which can be easily adapted with different concepts/goals.Practical implicationsIt is proposed that the identification of students' collective zones of proximal development (Vygotsky) in key elements of the multicultural learning chain can provide important information to the instructor for the re‐design of future teaching.Originality/valueContinual assessment of the effectiveness of multicultural education classes is needed, if such classes are to have a long‐term impact on pre‐service teachers' future practice. The micro‐level method proposed in this paper offers one possible way to manage the oftentimes overwhelming amount of information that they are built upon while continually monitoring students' learning.

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Section: Introductionmentioning

confidence: 99%

Conceptual collective online reflection in multicultural education classes

Oikonomidoy

2009

Multicultural Education &Amp; Technology Journal

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“…If we take the example of Europe, the nature and practice of teacher education has been the subject of research for many years (Cochran‐Smith, ; Elbaz, ; Freedman, Bullock & Duque, ; Lortie, ; Weiner, ; Zeichner, ) and it would appear that the last decade has seen a polarisation of approach. Erixon‐Arreman () charts this continuum, describing the political differences between approaches that aim to make teacher education a research‐based field (for example, Portugal, Finland and Sweden) and approaches that aim to raise the professionalism of teacher education by government‐led measures (for example, England).…”

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confidence: 99%