Self-Study of Cross-Cultural Supervision of Teacher Candidates for Social Justice

2011 ◽  
Vol 7 (1) ◽  
pp. 3-18 ◽  
Author(s):  
Young Ah Lee
Keyword(s):  
Social Justice ◽  
Teacher Candidates ◽  
Cross Cultural ◽  
Self Study

Using Critical Self-Study to Build Racial Literacy Pedagogy

2020 ◽  
pp. 276-298 ◽  
Author(s):  
Jill Ewing Flynn ◽  
Rosalie Rolón-Dow ◽  
Lynn Jensen Worden
Keyword(s):  
Social Justice ◽  
White Students ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Race And Racism ◽  
Knowing How ◽  
Self Study ◽  
Race And Education ◽  
Racial Literacy ◽  
The Impact

This chapter describes a critical self-study conducted by teacher educators as they taught and learned with their students about race and its impact on education. Responding to calls for more research on social justice-focused pedagogy, the chapter seeks to help teacher educators consider how to build racial literacy in their teacher candidates. Despite the enduring significance of race and the disparities that exist between the experiences of white students and those of racially minoritized students, teacher candidates are often under-prepared for understanding the impact of race and racism or for knowing how to address it in their future classrooms. The responsibility for building skills and understanding related to race and education falls squarely on the shoulders of teacher educators, and this self-study shows one model for centering that work.

scholarly journals Fostering Pre-Service Teachers’ Antiracist Expectations through Online Education: Implications for Teacher Education in the Context of Global Pandemics

2021 ◽  
Vol 23 (3) ◽  
pp. 7-24
Author(s):  
Leticia Rojas ◽  
Daniel Liou
Keyword(s):  
Social Justice ◽  
Online Education ◽  
Multicultural Education ◽  
Students Of Color ◽  
Teacher Candidates ◽  
Social Justice Research ◽  
Self Study ◽  
Research Findings ◽  
Critical Race Praxis ◽  
Based Instruction

 The increase in online education programs, accompanied by the current COVID-10 pandemic, has led universities to reconsider alternative ways to prepare teachers for social justice. One under-researched area in this conversation is the need for teacher candidates to examine their racialized expectations that often negate students of color in TK-12 classrooms. This self-study describes one faculty member’s digital critical race praxis (DigitalCrit praxis) as a mediator of her expectations to prepare pre-service teachers for social justice. Research findings have implications for critical multicultural education, digitally based instruction, and teacher preparation.

Using Critical Self-Study to Build Racial Literacy Pedagogy

2021 ◽  
pp. 690-711
Author(s):  
Jill Ewing Flynn ◽  
Rosalie Rolón-Dow ◽  
Lynn Jensen Worden
Keyword(s):  
Social Justice ◽  
White Students ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Race And Racism ◽  
Knowing How ◽  
Self Study ◽  
Race And Education ◽  
Racial Literacy ◽  
The Impact

This chapter describes a critical self-study conducted by teacher educators as they taught and learned with their students about race and its impact on education. Responding to calls for more research on social justice-focused pedagogy, the chapter seeks to help teacher educators consider how to build racial literacy in their teacher candidates. Despite the enduring significance of race and the disparities that exist between the experiences of white students and those of racially minoritized students, teacher candidates are often under-prepared for understanding the impact of race and racism or for knowing how to address it in their future classrooms. The responsibility for building skills and understanding related to race and education falls squarely on the shoulders of teacher educators, and this self-study shows one model for centering that work.

Transformation and Cross-Cultural Adaptation of Teacher Candidates in an International Student Teaching Program

2021 ◽  
pp. 154134462110285
Author(s):  
Kelley M. King ◽  
Kathryn V. Dixon ◽  
Ricardo González-Carriedo ◽  
Lisbeth Dixon-Krauss
Keyword(s):  
Student Teaching ◽  
Transformational Learning ◽  
Cultural Adaptation ◽  
Teacher Candidates ◽  
International Student ◽  
Cross Cultural ◽  
Cross Cultural Adaptation ◽  
Cultural Adaptability ◽  
The Cross ◽  
International Student Teaching

This case study addressed effects of international student teaching on U.S. teacher candidates’ cross-cultural adaptability and perspectives on language, culture, and schooling. Interviews and the Cross-Cultural Adaptability Inventory were collected from 18 participants before and after 4 weeks student teaching internationally. Interviews were coded using the Cross-Cultural Adaptability Inventory dimensions and interpreted using Mezirow’s transformational learning theory. Findings suggested that increased cross-cultural adaptation aligns with transformational learning. Transformational learning led participants to question assumptions and consider incorporating different perspectives in future teaching.

Teaching Diversity to Preservice Teachers: Encouraging Self-Reflection and Awareness to Develop Successful Teaching Practices

2014 ◽  
Vol 9 (2) ◽  
Author(s):  
Marla S. Sanders ◽  
Kathryn Haselden ◽  
Randi M. Moss
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Professional Education ◽  
Teacher Candidates ◽  
Culturally Diverse ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Preparation Programs ◽  
Diverse Schools

AbstractThe purpose of this article is to promote discussion of how teacher education programs can better prepare teacher candidates to teach for social justice in ethnically and culturally diverse schools. The authors suggest that teacher education programs must develop teacher candidates’ capacity to teach for social justice through preparation programs that encourage critical reflection and awareness of one’s beliefs, perceptions, and professional practice. The authors ask the following questions: How can teacher educators provide structures in professional preparation programs that will produce reflective practitioners? How might we prepare teacher candidates who are constantly thinking about how they perceive their students and their families and how those perceptions affect the way they relate to students? Through a discussion of five case scenarios, the authors discuss prior research on preparing teachers for culturally diverse schools and offer suggestions for improving professional education programs.

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