You are here:

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

Journal of Interactive Online Learning Volume 9, Number 3, ISSN 1541-4914

Abstract

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.

Citation

Ukpokodu, O.N. (2010). Teachers' Reflections on Pedagogies that Enhance Learning in an Online Course on Teaching for Equity and Social Justice. Journal of Interactive Online Learning, 9(3), 227-255. Retrieved November 13, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords