Year: 2013
Type: article
Abstract: : This paper describes the struggles of a teacher educator to acknowledge and honor her own liberal bias along with her students ’ more conservative perspectives as these emerge in an education law class for preservice teachers. It illustrates the author’s ongoing transition from rationalization to reflection, as she considers both her students ’ responses to class assignments on speech and expression rights and end-of-course evaluations, and reflects on the possibility that generational and experiential differences, rather than “resistance, ” may be behind students ’ reactions. The author concludes that transparency on the part of the teacher educator is critical to allow (re)consideration of our beliefs in more reflective ways.
Author: Debra Miretzky
Institution: Western Illinois University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2135367963