Critical Theory as a Foundation for Methods Courses

Adler, Susan; Goodman, Jesse

doi:10.1177/002248718603700401

Cited by 49 publications

(15 citation statements)

References 11 publications

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“…Critical theory draws attention to the experiences of marginalized groups in society -those outside of the traditionally dominant class of White males with cultural capital (e.g., Anyon, 1981). According to Adler & Goodman (1986), "Critical theorists suggest that the interests of groups such as women, minorities, and the poor are ill-served by prevailing social institutions. Non-dominant groups encounter an inequitable distribution of material goods and social power" (p. 3).…”

Section: Conceptual Framework: Critical Teacher Researchmentioning

confidence: 99%

“…Non-dominant groups encounter an inequitable distribution of material goods and social power" (p. 3). The aim of critical theory is emancipation from traditional notions of power and knowledge in order to transform social structures and work for justice (Adler & Goodman, 1986;Armento, 1991). For instance, critical theorist Paolo Freire (1972) analogized oppressive practices in literacy education as a "banking system" and worked to promote social equality among poor peasants in Brazil.…”

Section: Conceptual Framework: Critical Teacher Researchmentioning

confidence: 99%

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Critical Inquiry in the Social Studies Classroom: Portraits of Critical Teacher Research

Manfra

2009

Theory & Research in Social Education

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Section: Conceptual Framework: Critical Teacher Researchmentioning

confidence: 99%

Section: Conceptual Framework: Critical Teacher Researchmentioning

confidence: 99%

Critical Inquiry in the Social Studies Classroom: Portraits of Critical Teacher Research

Manfra

2009

Theory & Research in Social Education

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“…Recent literature provides several examples of how teacher education courses can encourage preservice teachers to think critically about and reflect upon their cIassroorn experiences. Adler and Goodman (1986) describe efforts to develop a social studies methods course .based upon recent work on criticd theory in education. They outline a course that emphasizes a social history perspective and that focuses on students doing as well as learning about history.…”

Section: Recommendationsmentioning

confidence: 99%

Teacher Perspective Development: A Study of Preservice Social Studies Teachers

Ross

1987

Theory & Research in Social Education

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This study investiguted the formation and development of presemice social studies teachers ' perspectives. An individual's teaching perspecf i w is a way of thinking and acting in a teaching situation. ExampIes of teaching perspectives were obtained through observations of and interviews with social studies education m a j~r s (N = 21) at a major mid western university. The interview data were consistent with the hypothesis that preservice teachers' perspectives are the product of a dialecf i d process of professional sociuiizafion. The influence of socid structural variabres, such as reacher education course work and field experiences, appeared to be marginal and apprently did not produce deep internal changes in the belief systems of the participants. The participants were active mediators in their relationships with socializing ins fi f~tions as represented by the schools arid uniwmity teacher education. The active role of f he. individual in the developmend of a feacking perspective was illustrated through the employment of four strategies: (a) role-playing, (b) setecfive role-modeling, (c) impression management, and (d) self-legitimation. Learning to teach requires individbals to change the way they perceive and interpret schooling and classroom situations. During teaches education, preservice teachers begin to develop a new frame of reference for the familiar circumstances of the classroom. How this new frame of reference-or teacher perspective-develops was the focus of this study.A review of research on teacher education by Fuller and Bown (1975) concluded that there was a lack of theory building and conceptualization about the change individuals experience when leami% how to teach. In the years since, this assessment has been affirmed by others (e.g., FeirnanIdemser, 1983; Zeichner & Tabachnick, 1981). The most frequently stated reason for this inadequacy has been that little is known about what actually goes on in teacher education. Recent research attempted to address these shortcomings by investigating the dynamics of the teacher education experience (e.g . , AdIer, 1984; GoodDownloaded by [New York University] at 11:13 15 May 2015 man, Tabachnick, Popkewitz, & Zeichner, 1979-1980. These studies focus on the preservice and induction phases of teaching, emphasizing concerns such as: (a) how beginning teachers give meaning and purpose to the process of learning how to teach; (b) how they perceive the subjects they will be teaching; (c) how they interpret and respond to c1assroorn behaviors; and (d) how these new meanings give direction to their classroom practice. The purpose of this study was to investigate the factors that influence the formation and development of teacher perspectives among preservice social studies teachers. hswers were sought to the following questions: (a) What linkages exist between the development of teacher perspectives and the experiences provided by university teacher education? @) What role does the individual play in the construction of his or her teacher perspective? Co...

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“…An embodiment of this training emphasis in regular education is the "critical theory approach" (Adler & Goodman, 1986). Following this approach, specific skills are not directly taught; rather, an emphasis is placed on questioning, thoughtful examining, and reflecting on teaching practices.…”

Section: Implications For Teacher Educationmentioning

confidence: 99%

“…Although such an approach has support from a range of sources (e.g., Aronowitz & Giroux, 1985;Ross & Hanney, 1986;Traugh, 1978), students in training may well need a backlog of teaching experiences with children in order to critically examine their actions. In fact, Adler and Goodman (1986) noted the difficulty that undergraduate students expressed in a social studies methods class when a "critical theory" approach was used. These students reportedly were concerned that they were not being taught specific information about how to teach students.…”

Section: Implications For Teacher Educationmentioning

confidence: 99%

The Role of Theory in the Preparation of Professionals in Early Childhood Special Education

Odom

1987

Topics in Early Childhood Special Education

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The purpose of this paper is to examine the role that theory-based research plays in educational practices in early childhood special education. Knowledge generated through basic research must be translated for use by teachers; this translation is a responsibility that the research and development process in early childhood special education shares with basic and applied researchers from other disciplines. When research is translated, it becomes a part of teacher education programs and serves as one source of knowledge upon which teachers may base their actions with young children with handicaps or their families. A surface understanding of theory-based knowledge will have greatest relevance for teachers during the preservice and induction phase of their careers, with practical knowledge and a deeper understanding of theorybased knowledge playing a greater role later in their careers. It is proposed that the role of teacher education is to provide teachers with skills to (a) construct their "personalized theories" of educational practices that are effective in specific situations with specific children and families and (b) evaluate the accuracy of their theories. Implications for teacher education and educational reform are discussed.Teachers and researchers may sometimes rub shoulders in classrooms or in children's homes, but usually their actions with young children with handicaps and their families have different motives. Teachers are usually concerned with designing instructional or service programs, either for the child or the family. Researchers are concerned with systematically collecting information that will help them understand a particular problem or question. Basic and applied researchers will use TECSE 7(3), 1-11 (1987) 0271-12l4/87/0073-0001$2.00 © PRO-ED Inc.

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Critical Theory as a Foundation for Methods Courses

Cited by 49 publications

References 11 publications

Critical Inquiry in the Social Studies Classroom: Portraits of Critical Teacher Research

Critical Inquiry in the Social Studies Classroom: Portraits of Critical Teacher Research

Teacher Perspective Development: A Study of Preservice Social Studies Teachers

The Role of Theory in the Preparation of Professionals in Early Childhood Special Education

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