From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

scholarly journals “That’s Much Easier Said than Done”: The Realities of Social Justice Pedagogy in Schools

2018 ◽  
Vol 2 (3) ◽  
pp. 126 ◽  
Author(s):  
Brittany A. Aronson
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Focus Group ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Intern Teachers ◽  
K 12 ◽  
The Impact ◽  
Critical Social

<p><em>Teaching for critical social justice is an attempt by classroom teachers to promote equity within their classrooms. Researchers have analyzed the impact of preservice teachers’ readiness to address social justice issues in their classrooms upon exiting their teacher education programs. However, despite reports of already practicing K-12 teachers’ attempts to teach for social justice in their classrooms, there is little connection to teacher education programs. This postcritical qualitative study addresses the research gap by highlighting the understandings and experiences of four intern teachers simultaneously enrolled in a teacher education program while participating in a critical social justice focus group. Findings from the critical social justice focus group revealed intern teachers’ understandings of critical social justice included: (1) embracing a critical awareness, (2) advocacy: “it’s about the students”, and (3) praxis defeat.</em></p>

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.

Peer Assessment for Development of Preservice Teachers

2011 ◽  
pp. 263-280
Author(s):  
Lorraine Gilpin ◽  
Yasar Bodur ◽  
Kathleen Crawford
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Classroom Teaching ◽  
Teacher Education Programs ◽  
Peer Observation ◽  
Education Programs ◽  
Scholarship Of Teaching ◽  
The Impact

Peer assessment holds tremendous potential to positively impact the development of preservice teachers. The purpose of this chapter is to describe our findings on the impact of different forms of peer observation and feedback on preservice teachers’ skills in analyzing classroom teaching and their perceptions of their experience with peer assessment. In addition to reporting our findings, we draw from the Scholarship of Teaching and Learning literature to present peer assessment as a medium to overcome structured isolation that is present in the practice of teaching. According to our study, peer observation and feedback is beneficial to preservice teachers’ learning. However, to maximize its effectiveness, a culture of peer assessment should be established in teacher education programs.

Preparing Tomorrow's Teachers to Use Web-Based Education

2000 ◽  
pp. 129-146 ◽  
Author(s):  
Deborah L. Lowther ◽  
Marshall G. Jones ◽  
Robert T. Plants
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
World Wide ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Web Based ◽  
Knowledge And Skills ◽  
The World ◽  
The Impact ◽  
Web Based Education

The potential impact of the World Wide Web (WWW) on our educational system is limitless. However, if our teachers do not possess the appropriate knowledge and skills to use the Web, the impact could be less than positive. It is evident, then, that our teachers need to be prepared to effectively use these powerful on-line resources to prepare our children to thrive in a digital society. The purpose of this chapter is to discuss the impact of Web-based education on teacher education programs by addressing the following questions: • How is the World Wide Web impacting education? • Are teacher education programs meeting the challenge of producing certified teachers who are capable of integrating meaningful use of technology into K-12 classrooms? • What is expected of teacher education programs in regards to technology and Web-based education? • What knowledge and skills do preservice teachers need to effectively use Web-based education? • What instructional approaches should be used to prepare preservice teachers to use Web-based education?

The Role of Teacher Educators’ Personal Histories and Motivations in Shaping Opportunities to Learn about Social Justice

2018 ◽  
Vol 120 (7) ◽  
pp. 1-34
Author(s):  
Mike Metz
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Teacher Educators ◽  
Comparative Case Study ◽  
Teacher Education Programs ◽  
Opportunities To Learn ◽  
Education Programs ◽  
Audio Recordings ◽  
Personal Histories ◽  
The Impact

Background As social-justice-focused teacher education programs continue to gain prominence, a wealth of research explores approaches for preparing teachers for social-justice-minded teaching. This study looks closely at a key aspect of teacher education programs frequently absent from the research—the teacher educators (TEs) themselves. Focus of Study The study intentionally expands the consideration of TEs’ identities beyond reductive demographic characteristics to explore how the personal histories and motivations of TEs impact teacher candidates’ (TCs’) opportunities to learn about teaching for social justice. Setting and Participants The study follows two parallel sections of a single teacher education course taught by two different TEs. Because the TEs taught from the same syllabus, within the context of the same program, the impact of each TE's instructional choices is revealed. Research Design Using a comparative case study design, data sources included field notes, audio recordings of class meetings, course readings and materials, and two interviews with each TE. Audio recordings were transcribed and analyzed following a micro-ethnographic discourse analysis approach. The second interview took place after initial analysis of the data, allowing the TEs to respond to initial findings. Findings Although both TEs focused on social justice topics, in alignment with the program goals, their choices of what topics to focus on differed greatly. One TE used the course readings to open up discussions of gender and sexuality, critically examining heteronormative ideals and a dismissive attitude toward adolescent relationships and sexuality. The other TE used the same readings and assignments to create inquiry into complicated issues of racial and ethnic identity with implications for classroom teaching. In each case, the choices by the TEs in how they framed discussions and assignments and what ideas they took up and built on during class interactions shaped the curriculum in unique ways. These instructional choices corresponded to each TE's own personal experiences and motivations. Conclusions The findings suggest that research on teacher education programs must look beyond course syllabi or the structural components of a program to understand the opportunities to learn provided to TCs. Decisions by TEs during classroom instruction shape very different opportunities to learn. These decisions are based, at least partially, on TEs’ unique personal histories and motivations. When considering how teacher education programs address the issue of social justice, a TE's own history and motivations will impact the enacted curriculum as much as, if not more than, the written curriculum. As we continue to wrestle with how to prepare teachers for a diverse and inequitable society, teacher education programs and teacher education research would benefit from more nuanced consideration of the role TEs play in what gets taught in teacher preparation courses.

Multicultural Curricular Frameworks for Preservice Teachers

2014 ◽  
pp. 247-264
Author(s):  
Anita Rao Mysore
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Culturally Responsive Curriculum ◽  
Social Justice Orientation ◽  
Immigrant Studies ◽  
The Us ◽  
K 12

One in four children in the US has a parent who is an immigrant. Studies indicate that by and large such students are at-risk for learning and their increasing numbers continue to significantly impact the labor force and the future of the country in multiple facets. Additionally, teachers shoulder a huge responsibility in educating immigrant learners, and their performance is a function of how well teacher education programs prepare them for their work. In contemporary scenario, the performance of teachers depends on how their teacher education programs prepare them for multicultural Pre K-12 classes. To this end, a social justice orientation is useful for teachers working in multicultural classrooms because it allows teachers to strive for equity by employing culturally responsive curriculum. The chapter author presents multicultural frameworks and models with a social justice orientation that could assist preservice teachers to become more effective in their instructional practices.

scholarly journals Pre-Service Science Teachers’ Views of the Nature of STEM

2020 ◽  
Vol 31 (4) ◽  
pp. 356-366
Author(s):  
Chatree Faikhamta ◽  
Keyword(s):  
Teacher Education ◽  
Science Teacher ◽  
Science Teachers ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Science Teacher Education ◽  
Service Science ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Science, Technology, Engineering, and Mathematics (STEM) education plays an important role in teaching and learning for the 21st century. Science teacher education is making great efforts to prepare STEM teachers for modern classroom practice and enable them to adapt their STEM knowledge and practices to the needs of students’ contexts. However, before developing STEM teaching practices, it is important for pre-service teachers to understand the “nature of STEM” (NOSTEM). This study explored pre-service teachers’ views of the NOSTEM from both individual and integrative perspectives. The sample consisted of 428 Thai pre-service science teachers who were enrolled in science teacher-education programs. A NOSTEM questionnaire comprising Likert-type items and open-ended questions was used as a research tool. The findings indicated that pre-service teachers had inadequate understandings of NOSTEM definitions, epistemological perspectives, and the impact of culture and society on each STEM discipline. Each STEM discipline has its own characteristics, but the disciplines are similar in terms of their usefulness, processes, and required knowledge. In terms of the integration of STEM, technology uses the application of science, mathematical knowledge, and engineering processes to create tools and utensils. This paper discusses the implications of this study for science teacher-education programs and developing STEM teachers.

Multicultural Curricular Frameworks for Preservice Teachers

2016 ◽  
pp. 431-450
Author(s):  
Anita Rao Mysore
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Culturally Responsive Curriculum ◽  
Social Justice Orientation ◽  
Immigrant Studies ◽  
The Us ◽  
K 12

One in four children in the US has a parent who is an immigrant. Studies indicate that by and large such students are at-risk for learning and their increasing numbers continue to significantly impact the labor force and the future of the country in multiple facets. Additionally, teachers shoulder a huge responsibility in educating immigrant learners, and their performance is a function of how well teacher education programs prepare them for their work. In contemporary scenario, the performance of teachers depends on how their teacher education programs prepare them for multicultural Pre K-12 classes. To this end, a social justice orientation is useful for teachers working in multicultural classrooms because it allows teachers to strive for equity by employing culturally responsive curriculum. The chapter author presents multicultural frameworks and models with a social justice orientation that could assist preservice teachers to become more effective in their instructional practices.

Moving toward: using a social justice curriculum to impact teacher candidates

2019 ◽  
Vol 13 (4) ◽  
pp. 320-337
Author(s):  
Megan Adams ◽  
Sanjuana Rodriguez
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Teacher Candidates ◽  
Social Justice Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Content Type ◽  
Set Up ◽  
The Impact ◽  
Social Justice Curriculum

Purpose Public schools are spaces where capital-T transformation in teachers is needed (Guillory, 2012). To shift schools to places where all communities are valued, teacher education programs must create spaces where shifts in beliefs and practice can occur. This study aims to describe how the use of a social justice curriculum framework impacted teacher candidates by creating such a space. Design/methodology/approach This is an ethnographic study. Qualitative ethnography is appropriate when “the study of a group provides an understanding of a larger issue” (Creswell, 2015, p. 466). In this case, studying the impact of a social justice framework on the children and teacher candidates in the program allows the researchers to capture the relationships developed during the course of the program and study. Findings The framework created valuable experiences for both teacher candidates and elementary age participants. Data were collected to determine the impact of the program on all participants. The authors discuss implications for practitioners planning a social justice curriculum and for teacher educators planning field experiences for teacher candidates. Research limitations/implications The need for shifting beyond culturally relevant pedagogy has been well documented in the field (Cho, 2017; Guillory, 2012; Paris, 2012). Moving toward – culturally sustaining pedagogy, multicultural social justice curriculum, critically conscious teachers – must be a priority in teacher education (Banks, 2013; Convertino, 2016). This has been explored in other studies, particularly in studies of merging – or emphasizing – multicultural and social justice education and curricula (Cho, 2017; Lawyer, 2018; Sleeter, 2018). What sets this study apart, and what needs further exploration diverse, is how to set up multicultural social justice education projects involving culturally and economically teacher education candidates and students working together (Cammarota, 2016; Lawyer, 2018; Valenzuela, 2016). Originality/value The questions that arise from this study make it new in the field. These include how to set up these diverse field experiences, including how to increase recruitment and retention of culturally and economically marginalized students in teacher education programs (Cammarota, 2016; Castaneda, Kambutu and Rios, 2006). These are important questions to consider in designing research and recruitment projects in colleges of teacher education. Exploring how to push multicultural education into multicultural social justice education deserves additional attention and exploration (Cammarota, 2016; Lawyer, 2018; Sleeter, 2018; Valenzuela, 2016).

“They act like they went to hell!”: Black teachers, racial justice, and teacher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kristen E. Duncan
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Critical Race Theory ◽  
Black Teachers ◽  
The Body ◽  
Teacher Education Programs ◽  
Racial Justice ◽  
Education Programs ◽  
Content Type ◽  
K 12

Purpose While Black teachers have engaged in racial justice-oriented teaching for centuries and the body of research on racial justice-oriented teachers is growing, very little is known about how teachers come to this work. The purpose of this paper is to focus on where and how Black teachers who teach with racial justice aims learned to engage in this work. Design/methodology/approach This is a narrative inquiry (Clandinin and Connelly, 2000) study that was designed and analyzed using a critical race theory lens. Findings Participants learned to engage in racial justice-oriented teaching from their lived experience, particularly from their K-12 teachers who showed why this kind of teaching was necessary. Additionally, participants were highly skeptical of whether or not teacher education programs could prepare White preservice teachers to engage in this kind of teaching. Originality/value There is very little research focusing on how Black teachers come to engage in racial justice-oriented teaching, and even less that provides insight into how Black teachers perceive teacher education programs at predominantly White institutions (PWIs). This study sheds light on when, where and how Black teachers learn to teach with racial justice aims, and it also illuminates the experiences of Black teachers in PWI teacher education programs.

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