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作者

Simona Goldin, Debi Khasnabis, Carla O’Connor, Kendra Hearn

来源

URBAN EDUCATION,Vol.56,Issue9,P.1399–1428

语言

英文

关键字

作者单位

1University of Michigan, Ann Arbor, USA

摘要

Our research is guided by the aim to use counterstories pedagogically in teacher education. We report on counterstory-based parent teacher conference simulations, where composite case narratives support teacher candidates in taking up asset-based perspectives. Our work rests upon the assertion that asset-based framing must not remain purely conceptual; rather, asset-based frames must infuse teaching practice. We examine how counterstories can be constructed to ensure that they are robust, respectful, and pedagogically useful for teacher education.