The Conversation of Critical Practice: Pre-service Teachers As Educators for Social Justice

Calderwood, Patricia E.; Mazza, Morgan; Ruel, Abiah; Favano, Amy; Jean-Guilluame, Vonick; McNeill, Daniel; Stenerson, Carolyn

doi:10.20429/ijsotl.2008.020116

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Cited by 3 publications

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“…This research study will offer further understanding about how preservice teachers gain the pedagogical and professional knowledge to teach critical literacy (Bransford, Darling-Hammond, & LePage, 2005). The study offers insight into the ways in which preservice teachers negotiate space to teach critical literacy during their student teaching experience (Calderwood, 2008;Wolfe, 2010), how they approached the teaching 8 of critical literacy (Behrman, 2006;Luke, 2000;McLaughlin, 2004), and how each preservice teacher experienced and responded to their teaching context in relation to critical literacy education (Lane et al, 2003;Price-Dennis & Souto-Manning, 2011;Wolfe, 2010).…”

Section: Scholarly Significancementioning

confidence: 99%

From Theory to Practice: Preservice Teachers Enacting Critical Literacy

Wiebe¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Section: Scholarly Significancementioning

confidence: 99%

From Theory to Practice: Preservice Teachers Enacting Critical Literacy

Wiebe¹

2019

Proceedings of the 2019 AERA Annual Meeting

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“Power Without Honor Is Indeed A Dangerous Thing”: The Social Construction of Critical Literacy in Elementary Teacher Education

Calderwood¹,

Mazza²,

Ahearn³

et al. 2010

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An electronic conversation spontaneously constructed by elementary teacher candidates accomplished the critical reading of text, the connection of these readings to their work as teachers, and the framing of that teaching in terms of socially conscious inquiry and action. The structure of the conversation facilitated the exploration and establishment of the candidate’s identity as critical literacy educators; the implicit rules of engagement facilitated mutual trust, respect and appreciation. This created a safe space in which to engage in a discussion that rendered the teacher candidates vulnerable to self-doubts about critical literacy pedagogy, even as it showcased their intellectual strengths as critical readers. Implications for teacher education are included.

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Transformative Education in the Scholarship of Teaching and Learning: An Analysis of SoTL Literature

Gilpin

Liston

2009

ij-sotl

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The Conversation of Critical Practice: Pre-service Teachers As Educators for Social Justice

Cited by 3 publications

References 29 publications

From Theory to Practice: Preservice Teachers Enacting Critical Literacy

From Theory to Practice: Preservice Teachers Enacting Critical Literacy

“Power Without Honor Is Indeed A Dangerous Thing”: The Social Construction of Critical Literacy in Elementary Teacher Education

Transformative Education in the Scholarship of Teaching and Learning: An Analysis of SoTL Literature

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