Investigating Ideological Clarity in Teacher Education

Autor/inn/en	Assaf, Lori Czop; McMunn Dooley, Caitlin
Titel	Investigating Ideological Clarity in Teacher Education
Quelle	In: Teacher Educator, 45 (2010) 3, S.153-178 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
Schlagwörter	Teacher Education; Ideology; Discourse Analysis; Literacy; Beginning Teachers; Graduate Students; Cultural Differences; Teaching Methods; Models; Interviews; Teacher Attitudes; Language + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Ideologie; Diskursanalyse; Alphabetisierung; Schreib- und Lesefähigkeit; Junior teacher; Junglehrer; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kultureller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Interviewing; Interviewtechnik; Lehrerverhalten; Languages; Sprache
Abstract	Set in a graduate-level multicultural literacy course, this qualitative study draws on Bakhtin's theories of ideological becoming and a hybrid of critical discourse analysis (CDA) methods (Gee, 1996; Fairclough, 1995; 2003) to explore the complexities of learning to teach culturally and linguistically diverse students. We investigated how eight beginning teachers' ideologies were constructed and reconstructed by closely examining the struggles and tensions teachers expressed in one multicultural literacy course. This research adds to the literature about how beginning teachers might better address cultural and linguistic diversity in literacy instruction. The study also describes the types of activities that can facilitate the development of teachers who are interested and committed to working with culturally and linguistically diverse students. (Contains 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10