Transforming Educator Identities and Roles in Family Engagement through Critical Participatory Action Research

Autor/inn/en	Brooks, Katie; Kandel-Cisco, Brooke; Bhathena, Catherine
Titel	Transforming Educator Identities and Roles in Family Engagement through Critical Participatory Action Research
Quelle	In: Theory Into Practice, 60 (2021) 1, S.62-71 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brooks, Katie) ORCID (Kandel-Cisco, Brooke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2020.1829379
Schlagwörter	Professional Identity; Teacher Role; Role Perception; Attitude Change; Transformative Learning; Consciousness Raising; Critical Theory; Action Research; Participatory Research; Empowerment; Family Involvement; Family School Relationship; Advocacy; Family Needs; Immigrants; Refugees; School Community Relationship; Inservice Teacher Education; Preservice Teacher Education; Professional Development + Suchen Sie Ihr Suchwort? Lehrerrolle; Role conception; Rollenverständnis; Attitudinal change; Einstellungsänderung; Pädagogische Transformation; Bewusstseinsbildung; Kritische Theorie; Projektforschung; Forschungstätigkeit; Sozialanwaltschaft; Immigrant; Immigrantin; Immigranten; Flüchtling; Lehrerfortbildung; Lehramtsstudiengang; Lehrerausbildung
Abstract	Transformative approaches are essential for teachers, researchers, and teacher educators to rethink their identities and roles and to position themselves as both collaborators with and learners from immigrant families and communities. In this article, we share how Transformational Theory and Critical Participatory Action Research (CPAR) creates conditions for teachers to engage in professional learning that centers on immigrant and refugee families. In collaboration with immigrant and refugee community advocates, we used CPAR to understand the needs and desires of immigrant and refugee families, to integrate that information into our curriculum, and to support teachers to work with families to pursue shared lines of inquiry embedded in their everyday lives, experiences, and needs. We describe positive shifts in teacher identity and perceptions as teachers prioritized families over school structures and processes, and we share challenges we encountered such as the power imbalances connected to our positionality as white native English speaking researchers working in linguistically diverse communities of color. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01