Confronting Racism in Teacher EducationConfronting Racism in Teacher Education



By bringing together counternarratives of critical teacher educators, the editors of this volume present key insights from both individual and collective experiences of advancing racial justice.

Author: Bree Picower

Publisher: Routledge

ISBN: 9781317226383

Category:

Page: 176

View: 818

Confronting Racism in Teacher Education aims to transform systematic and persistent racism through in-depth analyses of racial justice struggles and strategies in teacher education. By bringing together counternarratives of critical teacher educators, the editors of this volume present key insights from both individual and collective experiences of advancing racial justice. Written for teacher educators, higher education administrators, policy makers, and others concerned with issues of race, the book is comprised of four parts that each represent a distinct perspective on the struggle for racial justice: contributors reflect on their experiences working as educators of Color to transform the culture of predominately White institutions, navigating the challenges of whiteness within teacher education, building transformational bridges within classrooms, and training current and inservice teachers through concrete models of racial justice. By bringing together these often individualized experiences, Confronting Racism in Teacher Education reveals larger patterns that emerge of institutional racism in teacher education, and the strategies that can inspire resistance.

The ESL ClassroomThe ESL Classroom



Brian Morgan uses his own teaching experience in Canada and China to investigate the complexities of teaching English as a second language to those newly arrived in Canada and to suggest ways of becoming a more effective ESL teacher.

Author: Brian D. Morgan

Publisher: University of Toronto Press

ISBN: 0802081541

Category:

Page: 167

View: 355

Brian Morgan uses his own teaching experience in Canada and China to investigate the complexities of teaching English as a second language to those newly arrived in Canada and to suggest ways of becoming a more effective ESL teacher.

Theory to Practice in Teacher EducationTheory to Practice in Teacher Education



This book offers a theoretically and empirically robust account of what is known about the effective approaches that translate theory to practice in teacher education, presenting evidence from case studies from a diverse range of contexts ...

Author: Christine Grima-Farrell

Publisher: Springer Nature

ISBN: 9789813299108

Category:

Page: 125

View: 817

This book offers a theoretically and empirically robust account of what is known about the effective approaches that translate theory to practice in teacher education, presenting evidence from case studies from a diverse range of contexts informed by various methodological foundations. It also provides accounts that support teacher educators involved in both school and university based teacher education. The book offers insights into the translation of theory to practice from the long history of teacher education, the benefit of diverse approaches in terms of the effectiveness of initial teacher education, and the impact of professional standards.

Critical Race Theory in Teacher EducationCritical Race Theory in Teacher Education



This important volume promotes the widespread application of Critical Race Theory (CRT) to better prepare K–12 teachers to bring an informed asset-based approach to teaching today’s highly diverse populations.

Author: DaVonna L. Graham

Publisher: Teachers College Press

ISBN: 9780807761373

Category:

Page: 192

View: 449

This volume promotes the widespread application of Critical Race Theory (CRT) to better prepare K-12 teachers to bring an informed asset-based approach to teaching today's highly diverse populations. The text explores the tradition of CRT in teacher education and expands CRT into new contexts, including LatCrit, AsianCrit, TribalCrit, QueerCrit, and BlackCrit.

Developing Creative and Critical Educational PractitionersDeveloping Creative and Critical Educational Practitioners



This book encourages teacher educators to promote flexible and sustainable practice in their students, enabling them to flourish within an ever-changing educational environment.

Author: Victoria Door

Publisher: Critical Publishing

ISBN: 9781909682405

Category:

Page: 80

View: 419

This book encourages teacher educators to promote flexible and sustainable practice in their students, enabling them to flourish within an ever-changing educational environment. Research from the UK and US strongly indicates that a coherent theory-practice approach to teacher preparation is key. The book outlines what such a framework can look like, a rationale for it, and how it can work in practice for groups and individuals. It explores the notions of the reflexive teacher, creativity as a basis for practice, and criticality as a necessary underpinning for educators. The discussion draws on the research and experiences of teacher educators, student teachers and in-service teachers, from NQTs to Lead Practitioners and senior management. It proposes the foundational understanding for beginning teachers to join a community of practice based on scholarship, professionalism and ethical practice. This book is part of the successful Critical Guides for Teacher Educators series edited by Ian Menter.

Critical Readings in Teacher EducationCritical Readings in Teacher Education



The premise of this book is that until we can identify and begin to address what is absent, teacher education will be constrained by a perennial recycling of concerns that have characterized so much of research, policy and practice to date.

Author: Anne Phelan

Publisher: Sense Pub

ISBN: 9087902891

Category:

Page: 236

View: 971

Like other fields of study, teacher education defines itself both by what it includes and by what it excludes. Teacher educators and researchers have spent a great deal of time seeking and attempting to eradicate the flaws in existing structures and practices, but significantly less time learning to perceive the absences. The premise of this book is that until we can identify and begin to address what is absent, teacher education will be constrained by a perennial recycling of concerns that have characterized so much of research, policy and practice to date. If teacher education is to have a different future, we need to ask different and difficult questions. This book, with contributions from theorists in Australia, Canada and the United States, addresses the challenges we face in establishing a more hopeful future for teacher education. The authors' provocative contributions identify what is 'missing' in teacher education while providing critical counterpoints to existing frames of reference in the field. In writing 'against the grain' they open up new conceptual spaces and exciting trajectories for a different teacher education.

Critical Studies in Teacher EducationCritical Studies in Teacher Education



The book draws upon the sociology of knowledge, Marxist theory and political sociology.

Author: Thomas S. Popkewitz

Publisher: Routledge

ISBN: 9780429832826

Category:

Page: 388

View: 311

Originally published in 1987, this was the only available book to offer a critical interpretation of the current reform efforts in teacher education at the time. The focus is issues of professionalization, the role of the university and schools in the socialization of teachers, and the ideological and social assumptions that underlie educational theory. The book draws upon the sociology of knowledge, Marxist theory and political sociology.

Critical Reflection for Transformative LearningCritical Reflection for Transformative Learning



This book provides a research-based guide to using ePortfolios to develop critically reflective teachers capable of transformative learning for educational equity.

Author: Katrina Liu

Publisher: Springer

ISBN: 3319019546

Category:

Page: 152

View: 376

This book provides a research-based guide to using ePortfolios to develop critically reflective teachers capable of transformative learning for educational equity. It begins with a conceptualization of critical reflection in teacher education, then analyzes the social discourse of prospective teachers' teaching practice through their ePortfolio reflections, triangulated by classroom teaching observations and interviews. The results of the research show that prospective teachers’ reflections are performative and do not typically trigger transformative learning, in large part because of discrepancies in the structures of the ePortfolio, the goals of the teacher education program, and the mentoring and supervisory practices. With this analysis in hand, the book turns to practical questions, providing a transformative framework along with examples and tips for teacher educators to use the author’s methods to understand and analyze prospective teachers’ reflection and support their transformative learning.

Teacher Education and Teaching as Struggling for the SoulTeacher Education and Teaching as Struggling for the Soul



Cover -- Title -- Copyright -- Dedication -- Contents -- Series Foreword: Routledge Cultural Studies in Knowledge, Curriculum, and Education -- Preface -- Acknowledgments -- About the Author -- 1 Studying Teacher Education: Urban and Rural ...

Author: Thomas S Popkewitz

Publisher: Taylor & Francis

ISBN: 9781315466040

Category:

Page:

View: 506

Challenging conventional ways of thinking about school reforms and teacher education, this book analyses how the "knowledge systems" which organize how teachers' observe, supervise, and evaluate children produces norms that have the effect of excluding children who are poor and of color. Building on Struggling for the Soul (1998), his original study of the day-to-day life of new teachers in the Teach for America program, Popkewitz delves deeper into how the teaching and learning practices of urban and rural schools. Applying an ethnographic focus to how difference and divisions are produced to exclude despite efforts to include, he explores the complexities of educational change and raises important questions about the politics of schooling, knowledge and power. This book provides an original way of thinking about ethnography through a critical post-foundational approach. Conceptually focusing the ethnography of "the system of reason" that organizes teacher practices, the analysis offers a critical lens to understand the contemporary politics of school reform, the limits of teacher research, and suggests why current teacher and teacher education reforms may conserve the very conditions required for change. Beyond its relevance to U.S. schools, the conceptual and methodological resources of the book have relevance internationally, especially given the global important of education responding to cultural and social diversity through teacher and teacher education reforms.

Critical Practice in P 12 Education Transformative Teaching and LearningCritical Practice in P 12 Education Transformative Teaching and Learning



Transformative Teaching and Learning Lawrence, Salika A. ... contemporary practice by exploring how we can position critical pedagogy and critical literacy ...

Author: Lawrence, Salika A.

Publisher: IGI Global

ISBN: 9781466650602

Category:

Page: 317

View: 959

"This book presents a framework for teaching that empowers students, fosters literacy development, and explains the underlying factors that influence pedagogy, highlighting practices from around the globe"--

International Handbook of Teacher EducationInternational Handbook of Teacher Education



This volume is divided into two sections: The organisation and structure of teacher education; and, knowledge and practice of teacher education.

Author: John Loughran

Publisher: Springer

ISBN: 9789811003660

Category:

Page: 582

View: 161

The International Handbooks of Teacher Education cover major issues in the field through chapters that offer detailed literature reviews designed to help readers to understand the history, issues and research developments across those topics most relevant to the field of teacher education from an international perspective. This volume is divided into two sections: The organisation and structure of teacher education; and, knowledge and practice of teacher education. The first section explores the complexities of teacher education, including the critical components of preparing teachers for teaching, and various aspects of teaching and teacher education that create tensions and strains. The second examines the knowledge and practice of teacher education, including the critical components of teachers’ professional knowledge, the pedagogy of teacher education, and their interrelationships, and delves into what we know and why it matters in teacher education.

Reconceptualizing Teaching PracticeReconceptualizing Teaching Practice



This book addresses a variety of issues surrounding the field of inquiry into teaching practice that has become known as 'self-study', equivalent in many ways to the 'action research' movement, but at tertiary level.

Author: Mary Lynn Hamilton

Publisher: Psychology Press

ISBN: 0750708697

Category:

Page: 258

View: 763

Over the past ten years there has been increased interest in research on various aspects of teacher education, ranging from the preparation of teachers to continuing professional development. The increase of interest in how teachers become competent in very complex social settings is a result of a general recognition by researchers and policy makers alike that teachers are the key to any serious efforts at educational reform. This book addresses a variety of issues surrounding the field of inquiry into teaching practice that has become known as 'self-study', equivalent in many ways to the 'action research' movement, but at tertiary level.

Disturbing PracticeDisturbing Practice



Annotation Segall (teacher education, Michigan State U.) presents this critical analysis of teacher education, based on a year-long study of six social studies teacher trainees at the University of Western Canada.

Author: Avner Segall

Publisher: Peter Lang Pub Incorporated

ISBN: UOM:39015055613221

Category:

Page: 203

View: 577

Annotation Segall (teacher education, Michigan State U.) presents this critical analysis of teacher education, based on a year-long study of six social studies teacher trainees at the University of Western Canada. The author raises questions about what and how teacher trainees "learn, do not learn, and learn not to learn" in preservice education courses; how the structures, discourses, and practices in these courses encourage students to learn some things and not others; and how typical teacher trainee courses influence the classroom choices later made by graduates when they become teachers. Segall argues that traditional teacher training courses encourage compliance over true critical thinking, making it difficult to produce "critical teachers who provide critical education in our schools." Annotation c. Book News, Inc., Portland, OR (booknews.com)

Theory to Practice in Teacher EducationTheory to Practice in Teacher Education



This book offers a theoretically and empirically robust account of what is known about the effective approaches that translate theory to practice in teacher education, presenting evidence from case studies from a diverse range of contexts ...

Author: Christine Grima-Farrell

Publisher:

ISBN: 9813299118

Category:

Page: 131

View: 200

This book offers a theoretically and empirically robust account of what is known about the effective approaches that translate theory to practice in teacher education, presenting evidence from case studies from a diverse range of contexts informed by various methodological foundations. It also provides accounts that support teacher educators involved in both school and university based teacher education. The book offers insights into the translation of theory to practice from the long history of teacher education, the benefit of diverse approaches in terms of the effectiveness of initial teacher education, and the impact of professional standards.

Promoting Critical Practice in Adult EducationPromoting Critical Practice in Adult Education



Offering theoretical and practical knowledge to help critical adult educators in their attempts to enact critical pedagogy in their own classroom, this volume explores critical theory, feminism, critical postmodernism, Africentrism, queer ...

Author: Ralf St. Clair

Publisher: Jossey-Bass

ISBN: STANFORD:36105114693224

Category:

Page: 110

View: 183

Offering theoretical and practical knowledge to help critical adult educators in their attempts to enact critical pedagogy in their own classroom, this volume explores critical theory, feminism, critical postmodernism, Africentrism, queer theory, and cultural studies. Picking up on the themes first raised by Elizabeth Ellsworth, critical theory and classic critical pedagogy do not get a particularly easy ride. None of the authors claims that critical approaches are a simple solution to the tangles of late modernity. In every case the authors see critical pedagogy as complex, insightful, challenging, limited, and difficult to put into practice. But in every case, they see critical perspectives as offering the hope and potential of a more just world. The idea that critical perspectives on teaching are difficult to enact in the classroom is not new. And what do we mean by critical perspectives anyway? In this volume some of the most exciting scholars in adult education--whether established or emerging--provide insights into what it means to be critical and how it affects the concrete practices of teaching adults. This is the 102nd issue of the quarterly higher education report New Directions for Adult and Continuing Education.

Cognitive principles critical practice Reading literature at universityCognitive principles critical practice Reading literature at university



Literature and teacher education The role of literature and literature teaching in the context of teacher education at university is a very complex one.

Author: Susanne Reichl

Publisher: Vandenhoeck & Ruprecht

ISBN: 9783862340606

Category:

Page: 348

View: 307

This enquiry into the principles and practice of reading literature brings together insights from cognitive studies, literary theory, empirical literature studies, learning and teaching research and higher education research. Reading is conceptualised as an active process of meaning-making that is determined by subjective as well as contextual factors and guided by a sense of purpose. This sense of purpose, part of a professional and conscious approach to reading, is the central element in the model of reading that this study proposes. As well as a conceptual aim, this model also has pedagogical power and serves as the basis for a number of critical and creative exercises geared towards developing literary reading strategies and strategic reading competences in general. These activities demonstrate how the main tenets of the study can be put into practice within the context of a particular institution of higher education.

Self Study in Physical Education Teacher EducationSelf Study in Physical Education Teacher Education



By embracing more organic, emergent notions of research practice and learning, the book achieves a broader and more inclusive survey of pedagogical work in physical education teacher education that fully acknowledges the complexities of the ...

Author: Alan Ovens

Publisher: Springer

ISBN: 9783319056630

Category:

Page: 192

View: 601

In this in-depth examination of self-study as a research methodology, an international selection of physical education scholars share their ideas and experiences and consider the value of self-study as a vector for highlighting the emerging conflicts, dilemmas, and debates currently developing in teaching and teacher education pedagogies. A vital new addition to Springer’s series Self-Study of Teacher Education Practices, the volume is divided into three sections assessing the significance of the approach itself, offering detailed subject-relevant case studies, and exploring the nuances and controversies attending the evolution of the methodology. The contributors show how self-study enables reflexivity in pedagogical practice, a notable lacuna in current critical research, and at the same time they make the technique accessible to scholars of physical education wanting a practicable introduction to the subject. The analysis also explores the implications of applying self-study to pedagogy itself, to the curriculum, and to human movement and educational practice more generally. By embracing more organic, emergent notions of research practice and learning, the book achieves a broader and more inclusive survey of pedagogical work in physical education teacher education that fully acknowledges the complexities of the field.

Becoming Critical Teacher EducatorsBecoming Critical Teacher Educators



Critical. Teacher. Educators. Like the common experiences of chapter authors, there were also commonalities among their classroom practices.

Author: Julie Ellison Justice

Publisher: Routledge

ISBN: 9781315400921

Category:

Page: 218

View: 893

The personal and professional are woven together in this collection of scholarly narratives by teacher educators who share their early critical experiences and model teaching practices to support continued resistance and possibilities in teacher education. Representing myriad contexts where teacher education takes place, the range of scholars included represent diverse racial, gendered, linguistic, economic, and ethnic intersectional perspectives. Each chapter suggests practical tools and encourages readers to reflect on their own journeys of becoming transformational teacher educators. This book adds an important dimension to the field with a new and generative approach to the introduction of critical literacies and pedagogies, and offers a potentially powerful way to explore theory, methodology, and social issues. Readers will enjoy the compelling storytelling of these powerful and vulnerable memoirs.