Citation

Gordon JA. Action Teach. Educ. 2000; 22(2): 15-24.

Copyright

(Copyright © 2000, Informa - Taylor and Francis Group)

DOI

10.1080/01626620.2000.10463001

PMID

unavailable

Abstract

Using critical ethnography as a tool to engage teacher education students in the lives of their students and their communities, this article focuses on case studies of four veteran teachers who went through perceptual, pedagogical, and personal transformation during a graduate seminar. The cases provide a range of situations including a first grade teacher, a high school principal, a middle school teacher, and a teacher in a mental health hospital. Preconceptions of who is at risk are eradicated as they encounter the stories of the individuals with whom they work. Reflective analysis resulted in the student researchers' acknowledgment of their own marginality and vulnerability.