Internal Revolutions: Auto-Ethnography as a Method for Faculty Who Prepare K-12 Educators and Leaders at Hispanic Serving Institutions

Autor/in	Aguilar, Israel
Titel	Internal Revolutions: Auto-Ethnography as a Method for Faculty Who Prepare K-12 Educators and Leaders at Hispanic Serving Institutions
Quelle	In: Journal of Latinos and Education, 16 (2017) 4, S.359-373 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2016.1262264
Schlagwörter	Autobiographies; Ethnography; Research Utilization; Teaching Methods; Teacher Educators; Social Justice; Hispanic Americans; College Faculty; Faculty Development; Critical Thinking; Research Methodology; Educational Strategies; Texas + Suchen Sie Ihr Suchwort? Autobiography; Autobiografie; Autobiographie; Ethnografie; Forschungsumsetzung; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Soziale Gerechtigkeit; Hispanic; Hispanoamerikaner; Fakultät; Kritisches Denken; Research method; Forschungsmethode; Lehrstrategie
Abstract	This article reinforces the use of research for faculty who prepare K-12 educators and leaders for social justice. The author conceptualizes auto-ethnography as a form of professional development and maintains that faculty must first experience an internal revolution before they can expect to model it, especially in a Hispanic Serving Institution (HSI). Faculty who develop critical consciousness through auto-ethnography can facilitate the use of auto-ethnography as a form of personal/professional development with his/her pre-service leaders/educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01