Negotiating teacher positionality: Preservice teachers confront assumptions through collaborative book clubs in a social studies methods course

Journal of Social Studies Research - Tập 45 - Trang 118-129 - 2021
Casey Holmes1, Nina R. Schoonover1, Ashley A. Atkinson1
1North Carolina State University, USA

Tóm tắt

This case study explores the use of collaborative book clubs and word sorts to influence teacher positionality in an undergraduate social studies methods course for pre-service teachers. Drawing upon existing literature that suggests the effectiveness of dialogue as a means of navigating prior beliefs and the benefits of collaborative spaces for teachers to engage in collegial discussions, the study utilized books surrounding socio-political themes and educational inequalities to prompt conversation among participants. Results of the study suggest that dialogic and collaborative activities like word sorts and book clubs provide productive opportunities for pre-service teachers to (re)negotiate their positionalities and grapple with their existing assumptions as they learn and co-construct meaning from and with one another. At the same time, the pre-service teachers’ perceptions of privilege and identity seem to remain somewhat unexamined and the teachers remain hesitant about the practical reality of working to dismantle inequalities in their own classrooms.

Tài liệu tham khảo

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Journal of Social Studies Research

Tập 45

118-129

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