Many use story and voice rather than traditional research methodologies. While it is important for students to know how to read and understand this type of article, there are many other styles of writing in teacher education that are equally effective in contributing to threshold concept learning. The annotated article included here was selected because of its emphasis on social justice (a central focus in the Department of Teacher Education at Miami University), the variety of research methodologies used (both qualitative and quantitative), and its contributions to threshold concepts-allowing readers to intellectually engage with issues (e.g., the issue of campus racial climates), become more critically conscious (e.g., understanding the impact of campus racial climates on students), and use knowledge to take action and create change (e.g., ways that readers can participate in creating more inclusive campus climates).Ī caveat: This article has a traditional research-based structure. It is important to note that teacher education is a broad field with many theories, methodologies, and areas of content. University of Pennsylvania: From the Selected Works of Shaun R. Nine themes in campus racial climates and implications for institutional transformation. The following annotation of the article cited below provides students with examples of both (a) writing strategies and conventions that are commonly part of successful academic writing in teacher education, and (b) content related to threshold concepts (important, core knowledge) in teacher education:
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