Teachers' Reflections on Pedagogies that Enhance Learning in an Online Course on Teaching for Equity and Social Justice

被引：0
|
作者：
Ukpokodu, Omiunota Nelly [1 ]
机构：
[1] Univ Missouri, Kansas City, MO 64110 USA
来源：
JOURNAL OF INTERACTIVE ONLINE LEARNING | 2008年 / 7卷 / 03期
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D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study investigated teachers' reflective perspectives on pedagogies that enhance learning in an online course on "Teaching for equity and social justice" in a teacher education program. Data were collected from survey, alternative anonymous course assessment, interview, and document analysis. Participants identified threaded discussions, partner-shared learning, course 3Rs (rigor, relevance and relationships), pre-post narrative inquiries and writing reading response papers as critical pedagogies that enhanced their learning in the online course. In this paper, I analyze and discuss the teachers' reflective perspectives and the construction and implementation of these pedagogies.
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页码：227 / 255
页数：29
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