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Re(framing) identity: teacher educators’ experiences with marginalization
Higher Education Research & Development ( IF 2.849 ) Pub Date : 2021-01-31 , DOI: 10.1080/07294360.2021.1877632
Karen Ramlackhan 1 , Ann Cranston-Gingras 1 , Nicholas Catania 1 , Gordon Brobbey 1 , Georgina Rivera-Singletary 2
Affiliation  

ABSTRACT

Interest in teacher educator research continues to grow with a focus on the influence of identity development on educator practices in teacher education programs. Scant in the research, however, is an awareness about how life experiences with marginalization contribute toward the development of teacher educators’ identities, particularly those focused on social justice, inclusion and individual dignity. In this study, collaborative autoethnography, an emerging qualitative method involving two or more researchers sharing their personal and professional narratives around particular topics, is utilized to explore the individual and collective experiences with marginalization of five teacher educators, and the influences of these experiences on their professional identities and teaching practices in education preparation programs in the United States. Implications for research and practice are discussed.



中文翻译:

重新(框架)身份:教师教育者的边缘化经历

摘要

对教师教育者研究的兴趣持续增长,重点是身份发展对教师教育计划中教育者实践的影响。然而,研究中很少有人意识到边缘化的生活经历如何有助于教师教育者身份的发展,特别是那些关注社会正义、包容和个人尊严的人。在这项研究中,协作式自我民族志是一种新兴的定性方法,涉及两名或多名研究人员围绕特定主题分享他们的个人和专业叙述,用于探索五名教师教育者边缘化的个人和集体经历,以及这些经历对他们的影响美国教育准备项目中的专业身份和教学实践。

更新日期:2021-01-31
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