Social Constructs of Validity and Value in a Multi-Layered Action Research Investigation of the Global Perspectives Calendar Project for Teacher Education.

Autor/inn/en	Sosin, Adrienne Andi; De Lawter, Kathryn
Titel	Social Constructs of Validity and Value in a Multi-Layered Action Research Investigation of the Global Perspectives Calendar Project for Teacher Education.
Quelle	(2002), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Action Research; Consciousness Raising; Cultural Awareness; Cultural Differences; Diversity (Student); Elementary Secondary Education; Global Approach; Group Discussion; Higher Education; Preservice Teacher Education; Teacher Researchers; Urban Schools + Suchen Sie Ihr Suchwort? Projektforschung; Bewusstseinsbildung; Cultural identity; Kulturelle Identität; Kultureller Unterschied; Globales Denken; Gruppendiskussion; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Lehrerforschung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	An action research study addresses validity and value in teacher education by discussing thematic constructs and making specific normative underpinnings explicit. Concerned with developing teachers' abilities to create democratic classrooms and dispositions toward social justice, this study is a multi-layered, longitudinal inquiry into classroom processes and preservice teachers' constructions of meaning. Students design an artifact to be used as a multicultural calendar in a classroom. Through an interpersonal negotiation of meaning the researchers call collective reflection, the calendar artifact reveals presuppositions about cultural stereotypes, curriculum, and teaching. The methodological contribution of this research is the extension of an interpersonal discourse methodology, collective reflection, to embrace a textual dimension that offers an authentic path for developing global perspectives. (Contains 41 references.) (Author/SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC