Improving Preservice Teachers' Critical Consumption of Online Teacher Resources

• In Event: The Teacher as Student: Creating Social Justice Allies Through Teacher Education

Abstract

This paper shares findings from a multi-case study that explores three implementations of an intervention to improve pre-service teachers’ critical consumption of online teacher resources. While drawing from theories of hidden curriculum and social justice-oriented teaching to both create the intervention and design the research, the study used a mixed methodology to investigate both the effects of the intervention and the experiences and practices of pre-service teachers before, during and after the intervention. Preliminary findings suggest that the intervention influenced the practices pre-service teachers use when evaluating online teacher resources but additional research is needed to understand how those practices are applied in more authentic experiences.

Authors

• Jennifer Lynn Gallagher, East Carolina University

• Katy Swalwell, Iowa State University

• Elizabeth Bellows, Appalachian State University