This year-long ethnographic case study examined high school teachers' participation in technology-focused professional development. By pairing a dialogical perspective on teacher identity with a micro-level analysis of narratives, findings indicate that teachers use language and other semiotic resources to express their own identity as well as to…

In light of the increasing racial diversity in American schools and the consistently homogenous teacher workforce in the United States, understanding the ways white teachers consider and attend to racial issues is of crucial importance to the educational landscape. This paper, based on a qualitative study, explores five white American teachers'…

Since the 1970s, international fieldwork has provided opportunities for small numbers of pre-service teachers to teach and learn in a culture different from their own. Research into this fieldwork suggests that pre-service teachers are positive about their experiences, although questions remain about the ethics underpinning some of these programs.…

This research essay is intended to situate the curriculum in my multicultural education courses--of talking back through autobiographical inquiry--within real schools, a site where curriculum theorists rarely situate their work. The literature by curriculum theorists that precedes my study generally has focused on how pre-service teachers in…

This study focuses upon the narratives of women educators ("educadoras") who contributed to radical democratic school reforms in post-authoritarian Brazil. We illustrate through three of the teachers' narratives how their professional identities and actions were shaped partly by their experiences of resisting the military regime and by…

This paper examines some of the dilemmas that accompany the emergence of the personal voice in scholarly work, by taking a close, grounded look at the way in which these unfolded in a specific academic course. As part of the course, entitled "A cultural approach to the life cycle", students were asked to participate in a group exhibition in which…

The intellectual and political activity at Teachers College during the 1930's contributed to enlargement of twentieth-century American progressivism. (IAH)

Dale's impact on the author's personal and professional development during their 40-year association is described. His teaching style, approach to scholarship, and emphasis on writing are discussed; as well as his contributions to educational research, which include the Dale-Chall Readability Formula. (IAH)

Judd's studies on generalization in student learning, commitment to an empirical knowledge base for teaching and learning, influence on educational and public policy, and his redoubtable teaching style are among the topics covered in this reminiscence by one of Judd's former doctoral students at University of Chicago (1926-27). (IAH)

This article explores a theory of narrative that can account for its underlying structures and can critique a paradox of consciousness-raising: that the more that narratives are privileged in teacher education, the less we know about how this narrative affects what will come to be said about teacher education's reliance upon stories of experience…

This article examines student teachers' experiences of writing emotionally through the lens of teacher-writer memoirs. The participants were 99 postgraduate student teachers on a sociology of teaching module in an initial primary teacher education programme in the Republic of Ireland. Analysis of journal responses indicated how student teachers…

Six graduate students provide autobiographical accounts of their experiences as members of an informal, student-initiated, grade-free study group which met monthly to discuss issues in progressive education. (IAH)

A teacher reflects on the low status of people in the teaching profession, stressing the need for improved teacher education to improve teacher status. Several hopeful signs (e.g., institutions developing teacher education as a graduate specialty, emphasizing careful work with teachers) indicate teacher education may be gaining more respect. (SM)

A teacher describes how to incorporate literature for adolescents into teacher education classes to expose future content area teachers to the needs of adolescents, introduce them to children from different cultures, present ideas on needs of disabled students, and become aware of problems students of today's society face. (SM)

Teacher education programs should help future teachers develop skills in cooperative procedures and an appreciation for cooperation as a teaching technique and a subject to be taught to students in a democracy. (IAH)