scholarly journals Self-Study for and by Novice Elementary Classroom Teachers with Social Justice Aims and the Implications for Teacher Education

2015 ◽  
Vol 11 (2) ◽  
pp. 97-102 ◽  
Author(s):  
Vicki Kubler LaBoskey
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Elementary Classroom ◽  
Classroom Teachers ◽  
Self Study

Elementary Classroom Teachers’ Beliefs Across Time: Learning to Teach Physical Education

2016 ◽  
Vol 35 (2) ◽  
pp. 97-106 ◽  
Author(s):  
Déirdre Ní Chróinín ◽  
Mary O’Sullivan
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Beginning Teachers ◽  
Longitudinal Research ◽  
Teacher Education Program ◽  
Elementary Classroom ◽  
Active Participation ◽  
Learning To Teach ◽  
Classroom Teachers ◽  
Teachers Beliefs

This longitudinal research explored beginning elementary classroom teachers’ beliefs about learning to teach physical education (PE) across time. Understanding how beliefs shape the process of learning to teach PE can inform the design of more impactful physical education teacher education (PETE). We mapped beliefs over six years including the three years of an undergraduate elementary teacher education program and the first three years teaching in schools through reflective writing tasks and semistructured interviews. Across time these beginning teachers believed that learning to teach PE required active participation in PE content, building of a resource bank of content ideas, and practice of teaching the content. Building competence in PE content through active participation combined with development of more complex understandings of PE content through PETE pedagogies can better support elementary teachers learning to teach PE.

Seeking social justice: a teacher education faculty's self-study

1999 ◽  
Vol 2 (3) ◽  
pp. 229-253 ◽  
Author(s):  
Marilyn Cochran-Smith ◽  
Lillie Albert ◽  
Philip Dimattia ◽  
Sara Freedman ◽  
Richard Jackson ◽  
...  
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Self Study

Working in Solidarity: An Intersectional Self-Study Methodology as a Means to Inform Social Justice Teacher Education

2021 ◽  
pp. 1-17
Author(s):  
Ganiva Reyes ◽  
Brittany Aronson ◽  
Katherine E. Batchelor ◽  
Genesis Ross ◽  
Rachel Radina
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Self Study ◽  
Study Methodology

Seeking social justice: a teacher education faculty's self-study

1999 ◽  
Vol 2 (3) ◽  
pp. 229-253 ◽  
Author(s):  
Marilyn Cochran-Smith ◽  
Lillie Albert ◽  
Philip Dimattia ◽  
Sara Freedman ◽  
Richard Jackson ◽  
...  
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Self Study

Introduction to Yearbook on Emotions in Teaching and Teacher Education for Social Justice

2019 ◽  
Vol 121 (13) ◽  
pp. 1-14
Author(s):  
Amy Johnson Lachuk
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Diverse Learners ◽  
Classroom Teachers ◽  
Racially Diverse

In this chapter we provide an overview of our understandings of emotion, using Barrett's work on the construction of emotion. We then link this framework to the discussion of three landmark texts in teacher education: Waller's The Sociology of Teaching (1932), Jackson's Life in Classrooms (1968), and Lortie's Schoolteacher (1975). We examine these texts for what they bring to our understandings of emotions in teaching. While these landmark texts elide the emotions tied to teaching culturally and racially diverse learners, what excites us about them is how they work together to create composite sketches of classroom teachers at particular points in time. We identify an often unacknowledged emotional undercurrent to their work that fascinates us. We then discuss how this collection's contributors take up this call to focus on emotion within their particular work in teacher education.

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