Search results for: Khasnabis Debi

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