Understand and Analyze Their Teaching Experiences?
Methodologically, in this seminar we used our own experiences as internationally educated women professors to analyse discussions and teacher candidates’ practicum experiences. By using our experiences as part of the discussion in this paper we are following current research practices in critical ethnography in which the position of the researcher as an embodied self is considered important and valuable source (see, for example, Krenske, 2002; Nicotera, 1999). We embrace Suzan Kreger’s assertion that ‘in social science, although we try to comprehend others, and although we may aim to depict the ways their realities are different from our own, understanding others actually requires us to project a great deal of ourselves onto others and onto the world at large’ (cited in Nicotera, 1999, p. 438).
In addition, our experiences as integral part of the discussion need to be understood within the framework of social identities that acknowledges the importance of bodies (women, Black and Slavic) as resources that are often tapped for the further understanding of issues considered typical of our cultural/racial backgrounds. Thus, what is offered in this paper is partly informed by these experiences, which included efforts to help each student understand and analyse some of his/her teaching experiences and how these experiences are intertwined with personal sociocultural and political locations. It stands to reason that teacher candidates considered us knowledgeable of their values, practices and learning styles they possessed when they joined the programme. Also, by using our experiences as part of the classroom learning process, we operated within the framework of a dialectical relationship between individuals and the language in which their subjectivity is constructed. Following Belsey (1980), we took into consideration the way in which language has an important influence in the way that lETCs understood themselves and their positions in the surroundings in which they live (i.e. practicum classroom).
As a result, we engaged in a process that ensured that all voices were heard through consciously monitoring of our own language and processes of interacting with teacher candidates as well as by encouraging each candidate to speak and be engaged by peers in a harmonious and respectful manner. While we do not claim neutrality of our own classroom articulations and of the ethnographic process itself, we are confident that the majority of classroom discussions occurred in respectful ways and that the data presented here solidly illustrate the qualitative process of learning to teach in the Canadian classroom.
Most important of all, we stand by our Replica Louis Vuitton. We want you as a customer. Why not enjoy a beautiful Louis Vuitton bags N41535 speedy 35 handbag/large tote ? Expect compliments. You will be surprised at what it will do for your confidence.
Processing your request, Please wait....
