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Teaching ourselves: A retiring teacher's legacy.

机译：自学：一位退休教师的遗产。

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摘要

An award-winning teacher, passionate about social justice, was observed during the last of her 28 years of elementary teaching in order that her classroom practices and educational understandings would not be lost. The researcher surmised that the origins of many of these practices and the values underpinning them emerged during the teacher's formative years and that her educational ideas continued evolving. The teacher's biography therefore became central to the study. The researcher modeled autobiographical responses.; Activities such as drama, which impassioned the teacher as a student, continued to inform her educational practice both by including drama directly in her curriculum and also by using theatrical methodology. The many plays she attended continued to enhance her worldview.; As a high school student she had joined a multiracial club. As a mature teacher she took a workshop from Facing History and Ourselves. Her evolving sense of social justice culminated in her charged interactions with students as she taught the Holocaust and Civil Rights movements. These exchanges are highlighted throughout the study.; The historical times in which she lived helped mold her educational philosophy. An extended cross-country tour in a motor home with seven children led to her views of the teacher as facilitator and co developer of curriculum. Activities were assigned in the classroom that allowed for student choice. She expected students to be in charge of their own learning and wanted to be in charge of her own teaching.; As a result of having taught the roles of rescuer, perpetrator, victim, and bystander and encouraging student application to daily life, the teacher expected positive role models to emerge among students and was often disappointed. Other disappointing times in her life were highlighted as well as the family support and outside activities that helped her get through them.; She viewed each year as a renewed opportunity to try out new curricular topics and methods or resurrect some old ones. She pondered whether educational practice was evolving or revolving. As she neared retirement, she hoped that her efforts had left the world a better place.
机译：在她28年的基础教学的最后阶段，观察到一位对社会正义充满热情的获奖老师，以确保她的课堂实践和教育理解不会丢失。研究人员推测，其中许多实践的起源和支撑这些价值观的价值观是在教师成长的过程中出现的，并且她的教育思想也在不断发展。因此，老师的传记成为了学习的中心。研究人员模拟了自传反应。诸如戏剧之类的活动使教师对学生充满了同情心，她继续通过直接将戏剧纳入课程以及使用戏剧学方法来指导她的教育实践。她参加的许多戏剧继续增强了她的世界观。作为一名高中生，她加入了一个多种族俱乐部。作为一名成熟的老师，她参加了《面对历史和我们自己》的研讨会。她不断发展的社会正义感最终导致她在教授大屠杀和民权运动时与学生进行互动交流。这些交流在整个研究中都得到强调。她所生活的历史时期帮助塑造了她的教育理念。在一个有七个孩子的汽车房中进行的一次长途越野旅行，使她认为老师是课程的推动者和共同开发者。在教室分配了允许学生选择的活动。她希望学生负责自己的学习，并希望自己负责教学。由于教授了救助者，犯罪者，受害者和旁观者的角色，并鼓励学生适应日常生活，因此老师期望学生中会出现积极的榜样，并且常常感到失望。她强调了她一生中其他令人失望的时刻，以及帮助她度过的家庭支持和外界活动。她认为每年都是重新尝试新课程主题和方法或复活一些旧课程的机会。她思考教育实践是在发展还是在发展。当她即将退休时，她希望自己的努力可以使世界变得更美好。

著录项

  • 作者

    Healey, Patricia Ann.;

  • 作者单位

    University of Illinois at Chicago.;

  • 授予单位 University of Illinois at Chicago.;
  • 学科 Education Curriculum and Instruction.; Biography.; Anthropology Archaeology.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 352 p.
  • 总页数 352
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;传记;古人类学;
  • 关键词

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