Social process, social change, and english teacher education

1971 ◽  
Vol 17 (4) ◽  
pp. 425-441
Author(s):  
Maurice Craft
Keyword(s):  
Teacher Education ◽  
Social Change ◽  
Social Process ◽  
English Teacher

scholarly journals Education for Social Change: The Case of Teacher Education in Wales

2021 ◽  
Vol 13 (15) ◽  
pp. 8574
Author(s):  
Rebecca Weicht ◽  
Svanborg R. Jónsdóttir
Keyword(s):  
Teacher Education ◽  
Social Change ◽  
Teacher Educators ◽  
Entrepreneurial Education ◽  
Constructive Learning ◽  
Study Approach ◽  
The University ◽  
Action Competence ◽  
Shed Light

Entrepreneurial education offers valuable opportunities for teachers to foster and enhance creativity and action competence, which are also important for sustainability education. The University of Wales Trinity Saint David (UWTSD) is a leader in the development of entrepreneurial education in teacher education both in Wales and internationally. The objective of this article is to shed light on how an entrepreneurial education approach can help foster social change. The aim of this study is to learn from teacher educators at UWTSD about how they support creativity, innovation, and an enterprising mindset in their learners. A case study approach is applied. By analysing documentary evidence such as module and assignment handbooks, we explore how teacher educators at UWTSD deliver entrepreneurial education for social change. Our findings indicate that UWTSD’s development of entrepreneurial education in teacher training has enabled constructive learning, cultivating creativity and action competence. We provide examples that display how the intentions of the Curriculum for Wales and entrepreneurial education approaches of the UWTSD emerge in practice. These examples show outcomes of the entrepreneurial projects that evince the enactment of social change. The findings also show that the educational policy of Wales supports entrepreneurial education throughout all levels of the educational system.

Critical Theory, Curricular Transformation and Feminist Mainstreaming

1984 ◽  
Vol 166 (1) ◽  
pp. 49-62 ◽  
Author(s):  
Patti Lather
Keyword(s):  
Teacher Education ◽  
Social Change ◽  
Critical Theory ◽  
Women's Studies ◽  
Curricular Change ◽  
Antonio Gramsci ◽  
Women’S Studies ◽  
Curricular Transformation ◽  
Change Efforts

This paper examines critical theory, especially the work of Antonio Gramsci, in relation to feminist curricular change efforts in teacher education. It is contended that women's studies is potentially a prime example of curriculum as counter-hegemonic force. Critical theory is taken to task for the male-centeredness of its search for historical actors. The possibilities for fundamental social change that open up when we put women at the center of our transformative aspirations are explored.

Critical Performative Pedagogy and Its Applications in English Teacher Education in Korea

2021 ◽  
Vol 30 (2) ◽  
pp. 1-22
Author(s):  
Soojin Ahn ◽  
Ki Yeun Chai ◽  
Haewon Kim ◽  
Seung Hee Park ◽  
Yu Min Park
Keyword(s):  
Teacher Education ◽  
English Teacher ◽  
Performative Pedagogy

The Age of Grief in the Time of Talk

2009 ◽  
Vol 14 (5) ◽  
pp. 259-271 ◽  
Author(s):  
Julie Brownlie
Keyword(s):  
Social Change ◽  
Qualitative Interviews ◽  
Life Stage ◽  
Social Process ◽  
Mixed Methods Study ◽  
Cohort Effects ◽  
Historical Time ◽  
En Bloc ◽  
The Social ◽  
Local Contexts

Responding to Charles Tilly's call to map how individuals and groups encounter big structures or large processes, this article is concerned with experiences of one particular social process: the move towards emotional openess. Drawing on a mixed methods study of emotions talk, the article questions this ‘en bloc’ narrative of social change ‘in our own time’ (Tilly, 1984). In particular, through analysis of survey data, it highlights the life-stage and cohort effects shaping the experiences of those in their middle years, ‘the age of grief’; and through indepth analysis of qualitative interviews, it embeds these effects in particular local contexts and relationships and within a particular historical time, the time of talk. In doing so, it concludes that while Tilly is right to suggest stories about social change do social work, he underestimates the extent to which they also offer crucial insight in to the nature of the social, particularly through the reckoning of relationships and their emotional legacies.

Liminal States of Disorienting Dilemmas: Two Case Studies of English Teacher Candidates

2020 ◽  
Vol 18 (3) ◽  
pp. 231-250
Author(s):  
Matthew L. McConn ◽  
Donna Geetter
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Case Studies ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Teacher Education Programs ◽  
English Teacher ◽  
Education Programs ◽  
Theoretical Frameworks ◽  
Beliefs About Teaching

Research has shown that progressive methods taught in teacher education programs have little impact on traditional approaches teacher candidates encounter during their internship semester. To understand how to better address this disconnect with regard to preparing teacher candidates, the study reported here used instrumental case studies to examine two secondary English teacher candidates’ beliefs about teaching literature before, during, and after their student teaching semester. Through theoretical frameworks on learning processes, the researchers discovered discrepancies within the student teachers’ stated beliefs, lesson plans, videos of teaching, and their responses to interview questions. These discrepancies reveal both unexamined assumptions and a state of liminality, reflecting the process of transformation in their learning. The researchers suggest that education programs look at potential implications that are inherent in a state of liminality with regard to pedagogical content knowledge to better prepare teacher candidates for their experience in teacher education programs.

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