Using Text via Dialectical Journals to Nurture Liminal Spaces in Teacher Education

Autor/inn/en	Dodman, Stephanie L.; Holincheck, Nancy; Brusseau, Rebecca
Titel	Using Text via Dialectical Journals to Nurture Liminal Spaces in Teacher Education
Quelle	In: Journal of Transformative Education, 20 (2022) 4, S.325-343 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dodman, Stephanie L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-3446
DOI	10.1177/15413446211058139
Schlagwörter	Transformative Learning; Journal Writing; Reflection; Diaries; Graduate School Faculty; Reflective Teaching; Multicultural Education; Teacher Education + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Zeitschriftenaufsatz; Diary; Tagebuch; Multikulturelle Erziehung; Lehrerausbildung; Lehrerbildung
Abstract	This article shares the findings of a study examining the use of dialectical journals as liminal spaces for the development of critical reflection in practicing teachers. In an online graduate course on critical teacher inquiry designed to foster teachers as antiracist multicultural educators, teachers engaged in dialogue with themselves as they responded to self-selected text segments in assigned readings throughout the course. Using Mezirow's theory of transformation and specifically the typology of critical reflection of assumptions and critical self-reflection of assumptions, we analyzed the online dialectical journals of 23 teachers to better understand how their engagement with key texts both represented and influenced their reflective development and engagement in transformational learning. We conclude the journals to be powerful liminal spaces for teachers to engage in reframing of their assumptions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01