This paper aims to develop a continuum of change framework to help teachers differentiate and understand various approaches to critical pedagogies that can be implemented in schools, and this paper reflects on the successes and challenges teaching it during fraught times.
This paper uses self-study of teacher education practices (S-STEP) methods grounded in duoethnography reflective analysis to explore our own teaching of critical frameworks with aspiring and practicing teachers.
This paper finds that teachers say the continuum is helpful, but this paper would like to continue refining the teaching of it, including shifting the timeline of introducing it to students, honoring their fears more effectively and making sure to be clear about the theories in a range of ways including how they are organized.
This research has implications for teacher educators doing the work of preparing critical educators, by raising questions about a range of elements of teacher education related to teaching with theory.
This work uses the original continuum of change framework and explores its teaching, which has value for teacher educators supporting teachers in learning to teach critically.
