کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
374462 | 622496 | 2010 | 9 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Conceptualizing identity, learning and social justice in community-based learning
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کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
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چکیده انگلیسی
This paper explores the process of learning to become a social justice teacher, drawing in particular on Bakhtin’s notions of dialogue in order to theorize pre-service teachers’ identity negotiations. Interpretations of learning and identity are based on the content of pre-service teachers’ narratives about community-based learning. Supported by theoretically-sensitive ways of conceptualizing identity and social justice, the author develops an understanding of the ways pre-service teachers shape their identities through participating in community events. Implications for teacher education, in terms of the design and pedagogic practices, are presented with the intent of enabling the realization of social justice teacher education.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Teaching and Teacher Education - Volume 26, Issue 7, October 2010, Pages 1481–1489
Journal: Teaching and Teacher Education - Volume 26, Issue 7, October 2010, Pages 1481–1489
نویسندگان
Valerie Farnsworth,