In rehearsal: Complicating authority in undergraduate critical-inquiry classrooms
Abstract
If we in teacher education want emerging teachers toinquire into the complexities of authority and to reimag- ine how it might operate in schools, then we need first- hand experience troublingit in our own classrooms. To this end, we - three reading education professors -prob- lematized our classroom authority as we sought to en- act critical inquiries with preservice teachers.In this qualitativestudy, ourcontention isthatpreservice teach- ers, in addition to eventually having to manage cur- riculum, must alsoface the realityof having to function as authority figures while still maintaining a classroom conducive to meaning making. However, in order to interrupt their traditional images of teacher as authority figure, they need to experience contrasting images. This article provides three lenses through which to explore how authority can be reimagined in critical-inquiry reading education course
Reference
Fecho, B., Commeyras, M., Eurydice, Bauer, B., & Font, G. (2000). In rehearsal: Complicating authority in undergraduate critical-inquiry classrooms. Journal of literacy research, 32(4), 471-504.
Journal
Journal of Literacy Research
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
Research Location Context
Preservice Participants
- undergraduates in a Reading Methods course
Preservice Sample Size
74
Duration of Data Collection
Data Sources
- Analytical notes
- email correspondence
- reflections
Data Analysis Tools
- writing as a way of analyzing
Researcher Positionality
- Inside (studying their own practices)
Research Questions
how can authority can be reimagined in critical-inquiry reading education courses.
Is this research question explicit from the manuscript? Combination