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Teacher Education and Professional Development
Department of Teaching, Learning, and Teacher Education: Faculty Publications
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Special Issue Of Tej: What Is To Be Done With Curriculum And Educational Foundations’ Critical Knowledges? New Qualitative Research On Conscientizing Preservice And In-Service Teachers, James C. Jupp, Ann Mogush Mason, Theodorea Regina Berry, Amanda Morales
Special Issue Of Tej: What Is To Be Done With Curriculum And Educational Foundations’ Critical Knowledges? New Qualitative Research On Conscientizing Preservice And In-Service Teachers, James C. Jupp, Ann Mogush Mason, Theodorea Regina Berry, Amanda Morales
Department of Teaching, Learning, and Teacher Education: Faculty Publications
In this essay, we provide a brief introductory statement to the special issue of Teaching Education titled What is To Be Done with Curriculum and Educational Foundations’ Critical Knowledges? New Qualitative Research on Conscientizing Preservice and In-Service Teachers. In our introductory statement, we describe the specific aim and broad purposes of the special issue and characterize its contents. Our specific aim with the special issue is to advance the conscientization of preservice and in-service teachers via critical pedagogies and race-based epistemologies. Our broad purposes are to (a) resist the ascendant, whitened, and Eurocentric fascism via our collective pedagogical …
Teacher Twitter Chats: Gender Differences In Participants’ Contributions, Stacey L. Kerr, Mardi J. Schmeichel
Teacher Twitter Chats: Gender Differences In Participants’ Contributions, Stacey L. Kerr, Mardi J. Schmeichel
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Gender differences in participation were examined across four Twitter chats for social studies teachers. Analyses drawing on mixed methods revealed that while there was parity across most kinds of tweets, participants identified as men were more likely to use the examined Twitter chats to share resources, give advice, boast, promote their own blog/resource/website, and offer critique to another participants’ tweet. Participants identified as women were more likely to write tweets that included positive affirmations for other chat participants. These findings suggest that there are differences in the way that women and men tend to participate in teacher Twitter chat spaces.