Abstract
As we began organizing our ideas for this book, we looked for an opportunity to include some contextual information about the current state of affairs in critical teacher education. We were in the process of identifying individuals we knew were doing critical pedagogical work in their teacher education programs and inviting them to submit abstracts for possible chapters in our book. But we realized that, to our knowledge, no one had undertaken a systematic effort to try and capture a sense of what issues confront teacher educators trying to utilize critical approaches in their work, or what those critical educators are doing in response to those issues. We decided to create and distribute an open-ended questionnaire designed to collect some information about their efforts from critical teacher educators. This chapter summarizes our findings from an analysis of responses to that questionnaire.
The questionnaire was simple in design, consisting of four open-ended prompts (called “Questions” in this report): (1) The major issues I confront as I “do” critical pedagogy at my institution are…; (2) Some ways I deal with these issues are…; (3) Some ways I encourage the development of critical pedagogical attitudes and skills in my teacher education students are…; and (4) The main critical texts (books, articles, chapters, other) that I have found useful with my teacher education students are…. We set up a Web-based data collection port that allowed us to distribute our questions via e-mail to everyone we could identify who had written or presented on topics related to critical pedagogy in teacher education and to post the questionnaire on the Listservs of organizations that include scholars doing critical work in education settings. In order to avoid institutional review board requirements for getting informed consent from each participant, data collection was anonymous. All responses were electronically submitted to a university-run server, and the data we received from server administrators were stripped of any identifying information.
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Hatch, J.A., Groenke, S.L. (2009). Issues in Critical Teacher Education: Insights from the Field. In: Groenke, S.L., Hatch, J.A. (eds) Critical Pedagogy and Teacher Education in the Neoliberal Era. Explorations of Educational Purpose, vol 6. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9588-7_5
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