Developing Critical Mass
Teacher Education and Critical Inquiry Pedagogy
Bibliographic Data
| ID | 4308424 |
|---|---|
| Authors | Bob Fecho (University of Georgia, corresponding author) |
| Year | 2000 |
| Volume | 51 |
| Issue | 3 |
| Pages | 194-199 |
| Publication date | 2000-05-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487100051003006 |
| OpenAlex | W2038292130 |
| Language | EN |
| Citations received | 13 |
| References cited | 5 |
This article is an argument for imagining an ecological approach to supporting beginning teachers in critical inquiry classrooms. Working from anecdotal evidence suggesting that beginning teachers suffer from a lack of support for their efforts at establishing critical inquiry, the author suggests that educators need to think beyond the traditional structures of teacher education and consider ways of working that bridge the last years of college with the first years of teaching. Furthermore, there is a need to investigate partnerships between schools and universities that support a range of reflective practices by creating a critical mass of inquiry-based educators within school districts. To support this argument, the author shares the journals of a recent student teacher who benefited from placement in a small learning community that has embraced critical inquiry principles. In essence, educators need to recognize again the process of inquiry and use that process to support its continued use
Argument (complex analysis) · Bridge (graph theory) · Critical mass (sociodynamics) · Critical theory · Critical thinking · Critical thought · Epistemology · Mathematics education · Pedagogy · Political science · Process (computing) · Social science · Sociology · Teacher education · Education and Critical Thinking Development · Educator Training and Historical Pedagogy · Medicine · Psychology · Teacher Education and Leadership Studies
Autobiographies in Preservice Teacher Education
The Work of Multicultural Teacher Education
Book banning in U.S. K-12 classrooms
Dominant narratives, subjugated knowledges, and the righting of the story of disability in K-12 curricula
An inquiry-based practicum model
Examining reflection as a tool to develop equity-mindedness in future educators
Unpacking K-12 teachers’ technology-supported, equitable practices
Revisiting enquiry-based teacher education in neo-liberal times
Challenging Social Studies Education as a Cultural Literate Discipline
Critical Teacher Education for Social Sustainability
Dialogic Discussion and the Paideia Seminar
Incubating and Sustaining
Cultural Construction Zones
| Citations per year | 0.54 |
|---|---|
| Citation span | 2002 - 2026 (25) |
| Highly cited | No |