Becoming Teachers' Little Epics: What Digital Storytelling Might Reveal

Autor/inn/en	Radford, Linda; Aitken, Avril
Titel	Becoming Teachers' Little Epics: What Digital Storytelling Might Reveal
Quelle	In: McGill Journal of Education, 49 (2014) 3, S.641-660 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0024-9033
Schlagwörter	Story Telling; Teaching Methods; Educational Technology; Films; Preservice Teachers; Social Justice; Technology Uses in Education; Conflict Resolution; Trauma; Video Technology; Teacher Education Programs; Aggression; Racial Bias; Photography; Teacher Attitudes; Student Attitudes + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Film; Soziale Gerechtigkeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Conflict solving; Konfliktlösung; Konfliktregelung; Racial discrimination; Rassismus; Fotografie; Lehrerverhalten; Schülerverhalten
Abstract	This paper discusses pre-service teachers' use of multi-modal tools to produce three-minute films in light of critical moments in their teaching practice. Two cases are considered; each centers on a film, a "little epic" that was produced by a future teacher who attempts to work within an anti-racist framework for social justice. Findings point to how multimodal tools are effective for engaging meaningfully with unresolved conflicts. However, in the face of trauma experienced, the future teachers' efforts to work within a social justice framework may be pushed to the margins. This pedagogy / research sheds light on the workings of the inner landscape of becoming teachers, and highlights the dynamic of education as a psychic crisis compounded by the demands of the social. (As Provided).
Anmerkungen	McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01