Critically teaching criticality?: Modeling social and pedagogical inquiry with literary texts
Abstract
Within US teacher preparation programs, critical pedagogy and a desire for social change can lead teacher educators to prioritize transformation of prospective teachers’ beliefs through self-reflection. In pursuit of effective critical pedagogies, teacher educators also need to examine their own practices and beliefs. This self-study, a manifestation of teaching as inquiry, reframes evaluations of teaching away from what students do toward what teachers do. Here I undertake a reflexive examination of my own recursive practice as a teacher educator in children’s literature. Drawing upon a complex notion of teaching and learning, I argue that student learning outcomes are unpredictable, and as a result, successful teacher education should model self-inquiry as a vital part of teaching. Findings show that teaching choices (and omissions) in response to students’ responses led to unintended outcomes that undermined my motivations. I conclude that teacher educators’ self-inquiry and reflection in broader social contexts offers access to critical ways of thinking that underlie their work toward developing similar capacities among their prospective teacher students.
Reference
Journal
Studying Teacher Education: Journal Of Self-Study Of Teacher Education Practices
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
- Critical Literacy (transforming practices)
Research Location Context
- Children's Literature Course
Preservice Participants
Preservice Sample Size
Other Participant Data
Duration of Data Collection
Data Sources
- journal entries
- reflections
Data Analysis Tools
Researcher Positionality
- Inside (studying their own practices)
Research Questions
study the evolution of one’s own understanding and perspectives in order to meet more effectively the needs of all students ... marked by a disruption of values or cultural beliefs through critical reflection with the goal of more socially just teaching
Is this research question explicit from the manuscript? Unknown