Creating the space of possibility: The dynamics of multiculturalism, neoliberalism, and nationalism in South Korean prospective teachers learning to teach for social justice

2022 ◽  
Vol 110 ◽  
pp. 103605
Author(s):  
Su Jung Um ◽  
Hyunhee Cho
Keyword(s):  
Social Justice ◽  
Prospective Teachers ◽  
Learning To Teach ◽  
South Korean

Learning to teach the M in/for STEM for social justice

ZDM ◽  
2019 ◽  
Vol 51 (6) ◽  
pp. 1005-1016 ◽  
Author(s):  
Cynthia Nicol ◽  
Leicha A. Bragg ◽  
Vanessa Radzimski ◽  
Kwesi Yaro ◽  
Arthur Chen ◽  
...  
Keyword(s):  
Social Justice ◽  
Learning To Teach

Prospective teachers’ reflection: Strategies, qualities, and perceptions in learning to teach reading

2001 ◽  
Vol 41 (2) ◽  
pp. 149-175 ◽  
Author(s):  
Victoria J. Risko ◽  
Kathleen Roskos ◽  
Carol Vukelich
Keyword(s):  
Prospective Teachers ◽  
Learning To Teach

Social justice, fairness and exclusion in the South Korean electricity sector

2019 ◽  
Vol 51 ◽  
pp. 55-66 ◽  
Author(s):  
John Dong-Yoon Kim ◽  
Eunkyoung Choi ◽  
Eungkyoon Lee
Keyword(s):  
Social Justice ◽  
Electricity Sector ◽  
The South ◽  
South Korean

Advocacy and Teacher Mentoring

2018 ◽  
pp. 65-87
Author(s):  
Georgios A. Kougioumtzis ◽  
Dimitra Louka
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Teacher Training ◽  
Prospective Teachers ◽  
Mentoring Programs ◽  
Teacher Mentoring ◽  
University Departments ◽  
Human Rights Advocacy ◽  
The Subject

Undoubtedly, key parameters in reinforcing the role of the teacher are guidance and his empowerment at the early stages of his training as a teacher. This chapter discusses the interconnection of advocacy with teacher mentoring programs, so that teachers may develop the relevant advocacy skills in order to act as defenders of equality and social justice. Moreover, specific aspects which are developed are the investigation of the concept of advocacy and social justice, the need for teachers to develop advocacy skills, the role of the mentor and the presentation of basic counseling models. Also, participatory advocacy practices, recruitment of mentors and the conception of a development plan of a wider program of advocacy, as well as advocacy models and the involvement of pupils themselves in all human rights advocacy processes are presented. Finally, the necessity for individual University Departments of Teacher Training to integrate the subject of advocacy in their curricula and provide prospective teachers with practice in this field are highlighted.

Learning to Teach for Social Justice: Measuring Change in the Beliefs of Teacher Candidates

2008 ◽  
Vol 4 (4) ◽  
pp. 267-290 ◽  
Author(s):  
Sarah Enterline ◽  
Marilyn Cochran-Smith ◽  
Larry H. Ludlow ◽  
Emilie Mitescu
Keyword(s):  
Social Justice ◽  
Teacher Candidates ◽  
Learning To Teach ◽  
Measuring Change
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