scholarly journals Toward Increasing Equity and Inclusion in Mathematics Classrooms: Exploring the Potential of Proactive Confrontation in Teacher-Education

2020 ◽  
Author(s):  
Kathryn Mary Kroeper ◽  
Mary Murphy
Keyword(s):  
Teacher Education ◽  
Students Of Color ◽  
Teacher Educators ◽  
Culturally Relevant ◽  
Racial Bias ◽  
Self Awareness ◽  
Math Teachers ◽  
Culturally Relevant Practices ◽  
Support Teacher ◽  
Math Teacher

Expressions of racial bias in middle grades math classrooms pose a threat to the full inclusion and equitable treatment of students of color. To combat these biased expressions, mathematics education scholars have recommended that math teachers undergo special training to employ culturally relevant practices as part of their teacher education. According to teacher-educators, however, motivating and helping their teacher-pupils implement culturally relevant classroom strategies has proven somewhat challenging. This is in part due to reluctance among teachers to adopt culturally relevant practices in their own teaching and a lack of fidelity when attempting to enact culturally relevant strategies. To overcome the challenges of reluctance and fidelity and to support teacher-educators as they train their teacher-pupils to adopt culturally relevant strategies in math classrooms, we propose that teacher-educators employ a proactive confrontation approach. We view proactive confrontation as a practical and useful tool for math teacher-educators to challenge racial bias expression and to create more equitable and inclusive math learning environments that inspire and motivate learning and performance among all students. By using proactive confrontations, teacher-educators can raise their teacher-pupils’ self-awareness that engaging in biased expression is common (but not inevitable) in math classrooms and raise their concern that bias expression is harmful to students of color and, therefore, deserves proactive attention and action. Lastly, teacher- educators can provide examples of culturally relevant classroom activities to their teacher-pupils and help them to develop and implement such practices on their own. In the present synthesis, we provide examples of how the proactive confrontation approach can be integrated with math teacher-education programs and discuss some of the persisting challenges facing math teacher-educators who choose to proactively confront racial bias.

Assessment and Culturally Relevant Inclusive Education

2019 ◽  
pp. 228-245
Author(s):  
Angi Stone-MacDonald ◽  
Japhari Robert Shehaghilo
Keyword(s):  
Inclusive Education ◽  
Teacher Educators ◽  
Culturally Relevant ◽  
Lessons Learned ◽  
Governmental Organization ◽  
Special Needs Education ◽  
History Of ◽  
Culturally Relevant Practices ◽  
Theory Research

In this chapter, the authors will describe a case study that illuminates assessment, identification, and inclusive educational practices in Tanzania. The key purposes of this chapter are to briefly describe the history of special needs education and policies and assessment practices in Tanzania, to examine how one non-governmental organization project uses culturally relevant assessment and inclusive education to support assessment and education of children in Tanzania, and to offer lessons learned from this study on how assessment and teacher preparation can support inclusive practices and teacher education in Tanzania and other similar locations. This chapter incorporates assessment theory, research in the field, and an understanding of culturally relevant practices drawn from the authors' practical work in the field and Tanzania. This chapter will add to the limited scholarly literature on assessment in inclusive education in Tanzania, while also offering research to practice solutions for teachers and teacher educators in the field.

Critical, contextualized, content-rich: revisiting the call for humanizing pedagogies in literacy methods instruction

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kathleen Riley ◽  
Katherine Crawford-Garrett
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
White Women ◽  
Racial Bias ◽  
Student Work ◽  
Content Type ◽  
Literacy Methods ◽  
Literacy Teacher ◽  
Literacy Teacher Education

Purpose In this study, the authors draw upon 10 years of collaborative teaching and research as two, White, women literacy teacher educators to theorize the role of humanizing pedagogies within literacy teacher education and share explicit examples of how these pedagogies might be operationalized in actual classroom settings. Design/methodology/approach This study is based on 10 years of qualitative, teacher inquiry research on authors’ shared practice as literacy teacher educators and has included focus groups with students, the collection of student work and extensive field notes on class sessions. Findings Contextualized within decades-old calls for humanizing teacher education practices, this study puts forward a framework for teaching literacy methods that centers critical, locally contextualized, content-rich approaches and provides detailed examples of how this study implemented this framework in two contrastive teacher education settings comprising different institutional barriers, regional student populations and program mandates. Originality/value The proposed framework of critical, locally contextualized and content-rich literacy methods offers one possibility for reconciling the divergent debates that perpetually shape literacy teaching and learning. As teachers are prepared to enter classrooms, the authors model concrete approaches and strategies for teaching reading within and against a sociopolitical landscape imbued with White supremacist ideals and racial bias.

scholarly journals Foregrounding Intersectionality in Considerations of Diversity: Confronting Discrimination in Science Teacher Education

2021 ◽  
Author(s):  
Lydia E. Carol-Ann Burke
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Science Teacher ◽  
Critical Incident ◽  
Teacher Educators ◽  
Science Teacher Education ◽  
School Science ◽  
Body Of Knowledge ◽  
Support Teacher ◽  
Science Teacher Educators

AbstractThis paper contributes to a small but significant body of research addressing issues of prejudice in science education. It is written in the form of a critical incident analysis that uses the framework of intersectionality to examine deficit ideologies and biases inherent in science as a body of knowledge as well as science teacher education. If left unchecked, these prejudices can filter through into school science education, reinforcing the stereotypes of who can contribute to the field of science. The paper makes a call for science teacher educators to support teacher candidates as they move past an academic understanding of diversity in science education to examine their personal dispositions. Suggestions are made for approaches that can be adopted to facilitate the forms of deconstruction necessary for progress to be made in this area.

scholarly journals Transformative Pedagogy in Context: being and becoming

2016 ◽  
Vol 8 (3) ◽  
Author(s):  
Patrick Farren
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Primary Teacher ◽  
Transformative Pedagogy ◽  
Ethical Values ◽  
School Life ◽  
Affective Factors ◽  
Support Teacher

This paper examines an original construct, ‘‘transformative pedagogy’’, in the context of post-primary teacher education in Ireland. The construct is examined from philosophical and psychological perspectives, and key distinctions are drawn between it and other pedagogies. Links are made, where appropriate, to research findings from a recent study carried out by the author in cooperation with teacher-educators and student-teachers in the context of pre-service teacher education at the National University of Ireland, Galway, Ireland. In addition, the paper refers to examples that illustrate some of the benefits that can be derived from school-society links. ‘‘Transformative pedagogy’’ creates conditions that support teacher and pupils (participants) in developing their identity as whole persons who have a relationship based on interdependence. In essence, ‘‘transformative pedagogy’’ is about creating conditions that support participants in developing capacity as ‘‘beings-in-relation’’ as well as ‘‘beings-in-becoming’’. Key perspectives are used to frame the discussion: 1) identity, 2) beliefs and attitudes, 3) knowledge, 4) moral-ethical values, 5) socio-affective factors, 6) social interaction and collaboration, 7) critical reflection, 8) school and wider society. ‘‘Transformative pedagogy’’ is underpinned by moral-ethical values that support participants as ‘‘beings-in-relation’’ who are also ‘‘beings-in-becoming’’. Participants develop consciousness that is a prerequisite for constructing their own meanings as part of critiquing and shaping the world. The process implies committed action, informed by moral-ethical values, that is geared towards personal as well as social transformations. The construct suggests a need for a more integrated and trans-curricular approach to teaching and learning than has traditionally been the case in Ireland, and an approach that brings school life and wider community life into a more dynamic and fruitful alliance.   Key Words‘‘transformative pedagogy’’; ‘‘beings-in-relation'’; beings-in-becoming’’; whole person;  interdependence; metacognitive capacity; consciousness; advocates; moral-ethical values.

scholarly journals Choosing how we choose: A review of teacher education admissions literature

2017 ◽  
Vol 11 (1) ◽  
Author(s):  
Michael Holden ◽  
Julian Kitchen
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Assessment Tools ◽  
Equity Issues ◽  
Admission Rates ◽  
Admission Decisions ◽  
The Many ◽  
Support Teacher

Regulation 283/13 and the Ontario Ministry of Education’s decision to reduce teacher education admission rates by 50% provide a clear opportunity to reflect on the alignment between admissions practices and the programs that they serve. This article presents an overview of teacher education admissions literature, identifying the many purposes that admissions processes serve, the ways teacher educators may connect purpose to practice, as well as the equity issues inherent to program admissions. The strengths and limitations of seven common assessment tools are also presented. This information will be of interest to stakeholders involved in teacher education, and is intended to support teacher educators in making informed selection and admission decisions for their particular programs.

scholarly journals TEACHER EDUCATORS: FROM “THE HIDDEN PROFESSION” TO REVEALED PROFESSION

2017 ◽  
Author(s):  
Svitlana Sysoieva ◽  
Iryna Sokolova
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teacher Educators ◽  
Critical Parameters ◽  
Eu Policy ◽  
Current Trends ◽  
Definition Of ◽  
Support Teacher ◽  
The Eu

Knowledge about the EU policy regarding teacher educators is of significant interest to both scholars and stakeholders of higher education. The authors of this paper have identified four key areas where the analysis of current trends and the formulation of relevant questions for discussion seem to be particularly important for those involved in teacher education and training. These are the development of our knowledge basis about the EU initiatives on teacher education in Europe, the EU policy regarding teacher educators, the challenges and new trends characterising the role of teacher educators in the initial education and the professional development. This study also concentrates on teacher educators’ status, their profile of core values and areas of competence that underpin teacher educators’ diverse and multifaceted roles. The paper uses literature review as a basis in identifying critical parameters for the EU policy analysis and its implementation to higher education sector. The European expert study made some very specific proposals for the definition of a teacher educators’ competence profile, making a distinction between first-order and second-order knowledge, skills and attitudes and defining key competence areas. Two key actions to support teacher educators in Member States are characterized: to develop an explicit profile of the competences required by teacher educators; to reinforce collaboration between all the key actors in all phases of teacher education.

scholarly journals Culturally Relevant Pedagogy and Applied Behavior Analysis: Addressing Educational Disparities in PK-12 Schools

2021 ◽  
Author(s):  
Amoy Kito Hugh-Pennie ◽  
Mya Hernandez ◽  
Margaret Uwayo ◽  
Gaige Johnson ◽  
Denise Ross
Keyword(s):  
Behavior Analysis ◽  
Students Of Color ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Racial Bias ◽  
Political Awareness ◽  
Successful Teachers ◽  
Color Experience ◽  
Behavior Analysts ◽  
Relevant Pedagogy

The purpose of this paper is to describe the theory of culturally relevant pedagogy (CRP) and itsapplication to PK-12 education for behavior analysts working in schools. CRP is an educationalframework that asserts that successful teachers of African American students help their studentsgain three repertoires: a) socio-political awareness, b) cultural competence, and c) academicexcellence. The CRP framework was designed to counter the effects that racial bias has on theacademic and disciplinary experiences of some students of color. This paper suggests thatapplied behavior analysis and CRP, when used together, may strengthen educators’ efforts toreduce the effects of racism that some students of color experience. The authors first explain thetenets of CRP based on the work of Ladson-Billings (1995). Next, points of convergencebetween ABA and CRP are described. Finally, the authors offer recommendations for behavioranalysts to consider when applying CRP in schools through the provision of examples ofstrategies and tactics derived from the behavioral literature that align with the CRP framework.The framework presented in this paper has implications for behavior analysts interested inapplying culturally relevant practices to their work as educators.

A Divergence of Interests: Critical Race Theory and White Privilege Pedagogy

2020 ◽  
Vol 122 (1) ◽  
pp. 1-24
Author(s):  
Ryan M. Crowley ◽  
William L. Smith
Keyword(s):  
Teacher Education ◽  
Critical Race Theory ◽  
Students Of Color ◽  
White Privilege ◽  
Teacher Educators ◽  
Research Question ◽  
Critical Race ◽  
Race Theory ◽  
Long Term Impact ◽  
K 12

Background/Context Informed by the increasing racial disparity between the nation's predominantly White teaching force and the growing number of students of color in K–12 schools, along with the well-documented struggles that White teachers have in exploring race and racial identity, the authors critique the use of White privilege pedagogy as a strategy for promoting antiracist dispositions in White pre-service teachers. Purpose/Objective/Research Question/Focus of Study By deploying several concepts central to critical race theory, as well as critiques that note the shortcomings of past attempts at racial reform (Brown v. Board of Education, Voting Rights Act), the authors investigate the effectiveness of White privilege pedagogy within the teacher education setting. Research Design To construct our conceptual critique of White privilege pedagogy within teacher education, we reviewed the extant literature that discussed the range of shortcomings to this pedagogical approach. To create a more historical and structural critique, we demonstrated how the tenets of White privilege pedagogy conflicted with key principles of critical race theory and with lessons from past racial remedies. We contend that White privilege pedagogy arises from a racial liberalist worldview and requires an untenable convergence of interests that limits its long-term impact. We parallel our critiques of White privilege pedagogy with arguments used by critical race scholars to explain the limited impact of previous efforts at racial reform. Conclusions/Recommendations The authors urge teacher educators to move away from the individualized and over-essentialized representations of racism inherent to White privilege pedagogy in favor of historical, structural, and intersectional discussions of race, racism, and the construction of White privilege.

On the Mis-Education of Teachers of Color: A Letter to Teacher Educators

2021 ◽  
Vol 73 (1) ◽  
pp. 66-80
Author(s):  
The Teacher of Color Collective ◽  
Mariana Souto-Manning
Keyword(s):  
New York ◽  
Teacher Education ◽  
Students Of Color ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Teachers Of Color ◽  
Racial Identification ◽  
Call To Action ◽  
White Teacher ◽  
Epistemic Violence

Although teacher education researchers have long claimed their commitment to successfully preparing teachers to educate students of Color—a growing majority in U.S. schools—notably absent from their attempts are the voices of teachers of Color. This silence often results in pathological portrayals, positioning teachers of Color as the problem while obscuring the pervasive, problematic, and harmful Whiteness of teaching and teacher education. In this context, inspired by James Baldwin’s letter-essays and centering truthtelling as theoretical framework, eight tenured New York City public school teachers of Color and a teacher educator of Color engaged in collective analysis of a truthtelling exercise focused on what practitioners and institutions of teacher education can and should learn from teachers of Color to develop an antidote to the overwhelming Whiteness of teaching and teacher education, which has been shown to disproportionately disadvantage students of Color. Herein, we offer a composite counter-story—a letter to White teacher educators and, in fact, teacher educators of any racial identification who are in any way aligned with protecting and upholding Whiteness—revisiting our own nuanced memories of becoming and being teachers, unveiling teacher education’s epistemic violence, and issuing a call to action.

scholarly journals Integrating Peace Education in Pre-Service Teachers Training Programs: Views from Teacher Educators and Prospective Teachers in Pakistan

2020 ◽  
Vol 4 (1) ◽  
pp. 67
Author(s):  
Sufi Amin ◽  
Nabi Bux Jumani ◽  
Samina Malik
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Peace Education ◽  
Teacher Educators ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Positive Thinking ◽  
Self Awareness ◽  
Research Instrument ◽  
Teachers Training

Peace education is one of the emerging developments of the 21st century in teacher education all over the world. The objective of the study is to investigate the views of teacher educators and prospective teachersregarding peace education in teacher education in Pakistan. The research design employed in this study is quantitative survey research. The population of the present study comprised all teacher educators as well asprospective teachers of five universities in Islamabad, Pakistan. Sample of the study consisted of 280 teacher educators and prospective teachers. Simple random sampling technique was used in the selection of the sample. The questionnaire was used as research instrument. The validity of the research instrument was ensured with the help of experts. Following recommendations from the experts, the research instrument was modified. The reliability of the instrument was assessed. The researchers distributed 280 questionnaires and 255 questionnaires were received. The data were analyzed with the help of SPSS (Version, 20). A modern Statistical method expressed in percentage, frequency and Mean Score was used for data analysis and interpretation. It was concluded that peace education develops positive thinking among teachers, develops knowledge of human rights, develops the quality of self-awareness among teachers, promotes justice and compassion among teachers, as well as endorses justice in society.

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