Working in Solidarity: An Intersectional Self-Study Methodology as a Means to Inform Social Justice Teacher Education

This article focuses on the views of pre-service teachers regarding an appropriate model for integrating HIV/AIDS education at a Faculty of Education. The final-year foundation and intermediate phase teachers were introduced to integrating HIV/AIDS education in Mathematics education and reflected on their four years of training. By using self-study methodology, the opinions and experiences of pre-service teachers of the two models of HIV/AIDS education in teacher preparation were explored, aiming to improve the manner in which pre-service teachers could be prepared to teach in the social and educational context of HIV/AIDS. The pre-service teachers indicated that they are under-prepared to teach in this context. Pre-service teachers were of the opinion that they could, however, be better prepared through HIV/AIDS teacher education that includes both discipline/subject and integrated models of teacher education

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Self-Study for and by Novice Elementary Classroom Teachers with Social Justice Aims and the Implications for Teacher Education

Studying Teacher Education ◽

10.1080/17425964.2015.1045770 ◽

2015 ◽

Vol 11 (2) ◽

pp. 97-102 ◽

Cited By ~ 10

Author(s):

Vicki Kubler LaBoskey

Keyword(s):

Teacher Education ◽

Social Justice ◽

Elementary Classroom ◽

Classroom Teachers ◽

Self Study

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Teacher Education Partnerships: Integration of Case Studies within an Initial Teacher Education Program

Brock Education Journal ◽

10.26522/brocked.v18i2.94 ◽

2009 ◽

Vol 18 (2) ◽

Cited By ~ 1

Author(s):

Darlene Parker ◽

Deirdre Smith ◽

Patricia Goldblatt

Keyword(s):

Teacher Education ◽

Education Program ◽

Teacher Education Program ◽

Teaching Profession ◽

Faculty Members ◽

Initial Teacher Education ◽

Case Study Methodology ◽

Self Study ◽

Study Methodology

This paper outlines the partnership between the Faculty of Education at Brock University and the Ontario College of Teachers as the self-regulatory body for the teaching profession in Ontario. The paper explores how two institutions collaborated to use case study methodology with faculty members in an initial teacher education program. The paper explores the planning and delivery of a case study institute to faculty members of the Teacher Education Department at Brock University and how self-study was incorporated to reflect on the partnership. This paper details the partnership and the links between self-study of teacher education practices and the constructivist approach of case study methodology.

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