Transformational Pedagogies: Effecting Identity Development in Pre-Service Teachers

By Eurvine Williams, Miranda Lin and Erin Mikulec.

Published by The International Journal of Pedagogy and Curriculum

Format Price
Article: Print $US10.00
Published online: September 26, 2016 $US5.00

Transformative pedagogies is a theoretical discussion of contextual situations, which impacts identity transformation in pre-service teachers in an education program which provide implicit and explicit suggestions about themselves, self-efficacy, self perception and, their ability to make, or chose to make successful instructional decisions This discussion is hinged on the theories of critical constructivism which facilitates an inquiry in the socio-cultural, psychological contexts of personal literacy. An understanding of ways in which pre-service teachers work through interactive process, as a response to different modalities of information is important in helping educators decipher the underlying systems of values and ways of thinking that enable instructional choices of teacher candidates. Analyzing and responding to contextual modes of communication go beyond deciphering coded messages, they involve internalizing and responding to contextual information through socio-cultural, psychological and cognitive processes that determine the possible outcomes of interactions with such information.

Keywords: Transformative Pedagogies, Personal Literacy, Critical Constructivism

The International Journal of Pedagogy and Curriculum, Volume 23, Issue 4, December 2016, pp.41-56. Article: Print (Spiral Bound). Published online: September 26, 2016 (Article: Electronic (PDF File; 445.648KB)).

Dr. Eurvine Williams

Assistant Professor, College of Education, Pacific University Forest, Grove, Oregon, USA

Miranda Lin

Associate Professor, College of Education, Illinois State University, Normal, Illinois, USA

Erin Mikulec

Associate Professor, College of Education, Illinois State University, Normal, Illinois, USA