comunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/174801
comunitat-uji-handle3:10234/174813
comunitat-uji-handle4:
INVESTIGACION
Abstract
Education should encourage active citizenship through a critical and transformative lens
to promote a more just, equal, and inclusive society. This article presents a self-study
that examines my teaching practice ... [+]
Education should encourage active citizenship through a critical and transformative lens
to promote a more just, equal, and inclusive society. This article presents a self-study
that examines my teaching practice as a novice teacher educator. It describes my first
experience using debates to discuss gender inequalities through critical pedagogy. With
this study I aimed to answer: (1) What can I learn from my first attempt to use debates
that focus on gender issues in teacher education to improve my teaching practices based
on critical pedagogy? and (2) How can participation in debates frame pre-service
teachers personal and professional views on gender issues? Data collection methods
included the teacher diary, students’ surveys, exit slips and a group interview. Data
analysis encompassed both more traditional techniques (i.e., data analysis spiral
method) and more complex and relational methods (i.e., thinking with theory). Findings
are presented through a visual network showing the connections among three
categories: tensions to improve, positive lens, and awareness of gender issues. This
article, therefore, makes public the knowledge built and created through my experience
so that it can inform my (and potentially others’) future practice. Findings show that
debates offer a variety of benefits for teacher education in terms of both pedagogical
insights and raising awareness about critical issues. However, debates are not magic
formulas, and they may not serve nor impact all pre-service teachers in the same way. [-]
Rights
info:eu-repo/semantics/openAccess