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Clare Kosnik, Pooja Dharamshi , Cathy Miyata, Lydia Menna , Yiola Cleovoulou , and Clive Beck PowerPoint PPT Presentation


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Yo u Teach Who You Are: The Experiences and Pedagogies of Literacy/English Teacher Educators Who Have a Critical Stance. Clare Kosnik, Pooja Dharamshi , Cathy Miyata, Lydia Menna , Yiola Cleovoulou , and Clive Beck Ontario Institute for Studies in Education/University of Toronto .

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Clare Kosnik, Pooja Dharamshi , Cathy Miyata, Lydia Menna , Yiola Cleovoulou , and Clive Beck

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Clare kosnik pooja dharamshi cathy miyata lydia menna yiola cleovoulou and clive beck

You Teach Who You Are: The Experiences and Pedagogies of Literacy/English Teacher Educators Who Have a Critical Stance

Clare Kosnik, PoojaDharamshi, Cathy Miyata, Lydia Menna, YiolaCleovoulou, and Clive Beck

Ontario Institute for Studies in Education/University of Toronto


Literacy teacher educators

Literacy Teacher Educators

  • Goals of the study: to study in depth a group of literacy/English teacher educators, with attention to their backgrounds, knowledge, research activities, identity, view of current government initiatives, pedagogy, and course goals.

  • 28 participants from four countries (Canada, US, UK, and Australia)


Poverty and literacy skills

Poverty and Literacy Skills

  • In Canada: “17% [who] scored at Level 1 or below … have skills that enable them to undertake tasks of limited complexity, such as locating single pieces of information in short texts in the absence of other distracting information.”

  • In the US: More than 20% of adults read at or below a fifth-grade level – far below the level needed to earn a living wage.


Focus on 8 participants

Focus on 8 participants

  • Pedagogical practices exemplify the four dimensions of a critical stance.

  • Research and publications often consider issues such as marginalized students.

  • Theorists who resonated with them are often considered having a critical stance.


Critical stance

Critical Stance

  • Consciously Engaging

  • Entertaining Alternate Ways of Being

  • Being Reflexive

  • Taking Responsibility to Inquire


Critical stance1

Critical Stance

Consciously Engaging

  • Course goals

  • Creating space for difficult discussions

Entertaining Alternate Ways of Being

  • Helping student teachers unlearn

  • Using alternate texts and forms of expression


Critical stance2

Critical Stance

Being Reflexive

  • Organic and flexible course structure

  • Authentic learning experiences

Taking Responsibility to Inquire

  • Teachers as public intellectuals


Clare kosnik pooja dharamshi cathy miyata lydia menna yiola cleovoulou and clive beck

You Teach Who You Are


Early life experiences

Early Life Experiences

I became very aware of the stratification. I was a very successful student on Saturday [Spanish class] but I was the same student [in elementary class] where I was not recognized. My lack of English was really [seen as] a lack of intelligence — I just got a sense of how school structures perceive and label students and give very unequal types of educational opportunities. (Maya)


Turning points as adults

Turning Points as Adults

  • Pietro – work with incarcerated youth – have ST visit jails

  • Giovanni – learned about his grandfather -- connect with the community

  • Justin – school closed by OFSTED - impact of political decisions on teachers


Clare kosnik pooja dharamshi cathy miyata lydia menna yiola cleovoulou and clive beck

Student Teacher Resistance


Student teacher resistance

Student Teacher Resistance

  • It worked for me so it should work for all children.

Dominique: “throughout their whole career they have had a path of how to do it well and how to do it right”


Student teacher resistance1

Student Teacher Resistance

  • There should a standard pedagogy.

Dominique: student teachers just wanted her “to tell [them] how to do it right, like what's the right way.”


Student teacher resistance2

Student Teacher Resistance

  • Logistical inconvenience

  • Sara: “Some of them want to go to a lecture and want to go to a tutorial and want to have a textbook and want to have all of my knowledge…. want it laid out for [them].”


What should be done

What should be done?

  • More support for teacher educators

  • Careful selection of teacher educators

  • Program-wide goal of teaching all learners

  • Immerse student teachers in a program that has a critical approach

  • Closer partnerships with schools

  • Sharing of information (stats) about impact of poverty

  • Use pedagogies that help student learners “unlearn” and move beyond their own experiences


Stay connected with us

Stay connected with us:

www.literacyteaching.net


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