scholarly journals You Just Need More Resilience: Racial Gaslighting as “Othering”

2021 ◽  
Author(s):  
Ramon Vasquez
Keyword(s):  
Teacher Education ◽  
Teacher Education Programs ◽  
Font Size ◽  
Education Programs ◽  
New Approach ◽  
Dominant Process ◽  
The Way

This work de-familiarizes notions of resilience by theorizing the way racial gaslighting operates in teacher education. By focusing on the racial gaslighting of  BIPOC faculty, this paper shows how whiteness functions as a dominant process in anti-racist teacher education programs through the recentering of White feelings and interests. Ultimately this work calls for a  new approach, one that situates resilience within a non-Euro-centered context of resistance to oppression. This could provide a catalyst for a more humane resilience.@font-face{font-family:"Cambria Math";panose-1:2 4 5 3 5 4 6 3 2 4;mso-font-charset:0;mso-generic-font-family:roman;mso-font-pitch:variable;mso-font-signature:-536870145 1107305727 0 0 415 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal{mso-style-unhide:no;mso-style-qformat:yes;mso-style-parent:"";margin:0in;mso-pagination:widow-orphan;font-size:12.0pt;font-family:"Times New Roman",serif;mso-fareast-font-family:"Times New Roman";}.MsoChpDefault{mso-style-type:export-only;mso-default-props:yes;font-family:"Calibri",sans-serif;mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:Calibri;mso-fareast-theme-font:minor-latin;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi;}div.WordSection1{page:WordSection1;}

scholarly journals L’éducation à la tolérance dans les programmes d’études en vigueur au Québec

2011 ◽  
Vol 40 (3) ◽  
Author(s):  
Simon Lavoie ◽  
France Jutras
Keyword(s):  
Teacher Education ◽  
Social Context ◽  
Cultural Pluralism ◽  
Religious Culture ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Form Part ◽  
A Site ◽  
Ethics And Religious Culture ◽  
The Way

Le contexte social actuel caractérisé par un pluralisme culturel grandissant interpelle directement l’école comme lieu de socialisation et nous renvoie nécessairement à la place de la tolérance dans notre accueil de la diversité. Or, est-ce que la tolérance fait partie des intentions éducatives du Québec? Où en retrouve-t-on des traces? Notre objectif est de relever et d’analyser les différents éléments présents à l’intérieur des programmes de formation québécois qui ouvrent la voie à l’éducation à la tolérance, en nous attardant de façon toute particulière sur le nouveau programme d’Éthique et culture religieuse, qui nous apparaît en être le principal véhicule. The current social context characterized by a growing cultural pluralism calls out directly to the school as a site of socialization and necessarily reminds us of the place of tolerance in our reception of diversity. Now does tolerance form part of Quebec goals for education? Where it is in evidence? Our objective is to point out and analyse different elements that are found in teacher education programs in Quebec that can open the way for education for tolerance by considering in particular the new program of ethics and religious culture that appears to be the main vehicle for introducing it.

Preparing to Teach in Inclusive Classrooms

2018 ◽  
Author(s):  
Umesh Sharma
Keyword(s):  
Teacher Education ◽  
Critical Analysis ◽  
Inclusive Classrooms ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Way

This article presents a critical analysis of inclusive teacher education. The article argues that while teacher education programs have changed dramatically over the last few decades, there are still areas where more progress could be made. It also argues for a need to re-conceptualize the way we prepare teachers so that they can confidently include all learners. It presents a framework, largely influenced by the work of Shulman, which could be applied for the preparation of pre-service teachers to teach in inclusive classrooms.

scholarly journals Development of reflective thinking through distance teacher education programs at AIOU Pakistan

2013 ◽  
Vol 14 (3) ◽  
pp. 43 ◽  
Author(s):  
Muhammad Ayub Buzdar ◽  
Akhtar Ali
Keyword(s):  
Teacher Education ◽  
Distance Education ◽  
Critical Reflection ◽  
Reflective Thinking ◽  
Teacher Education Programs ◽  
Open University ◽  
Font Size ◽  
Education Programs ◽  
Job Status ◽  
Learning Practices

<span style="line-height: 150%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-ascii-theme-font: major-bidi; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">The current study aims to investigate the possibilities of developing reflective thinking among learners through distance education programs. The case of Allama Iqbal Open University (AIOU) Islamabad, Pakistan is examined to achieve this task. The study is based on Mezirow’s theory of reflective thinking, which divides thinking in four categories. The <em>Questionnaire of Reflective Thinking </em>(QRT) developed by Kember et al. (2000) based on Mezirow (1991) was administered to 450 AIOU students. The thinking and learning practices of students governed by their habitual actions, understanding, reflection, and critical reflection are statistically examined to meet the research objectives. Findings reveal that AIOU teacher education programs have a stronger tendency to promote understanding and reflective thinking among learners. The need to integrate content for developing critical reflection among learners is highlighted. The study also discovers the significant impacts of students’ job status and previous qualifications on their thinking patterns. <br /></span>

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.

Identifying the Roadblocks to Effective Clinical Practice in Teacher Education Programs

2021 ◽  
Vol 96 (1) ◽  
pp. 112-116
Author(s):  
Bernard Badiali ◽  
Drew Polly ◽  
Rebecca West Burns ◽  
Eva Garin
Keyword(s):  
Teacher Education ◽  
Clinical Practice ◽  
Teacher Education Programs ◽  
Education Programs

scholarly journals Profiles of Pre-service Teacher Education: An Investigation into the Nature of Selected Exemplary Programs in Jamaica and Michigan

2017 ◽  
Vol 7 (2) ◽  
pp. 139
Author(s):  
Heather Smith-Sherwood
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Theory And Practice ◽  
Teacher Education Programs ◽  
Continuous Assessment ◽  
Education Programs ◽  
Quality Teachers ◽  
Effect Change ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

This qualitative multi-case study investigated thre exemplary pre-service teacher education programs in Jamaica and Michigan in order to provide an account of how they are structured in different contexts of tertiary institutions and, to identify how they ensure that their graduates are prepared to function effectively in today’s schools. Five categories of stakeholders across the three institutions were interviewed regarding their perception and expectations of pre-service teacher education in general as well as in the context of their program. The responses from these persons were described in narrative form, then analyzed and compared based on the similarities and differences that existed among them. The analysis led to the emergence of various themes across the three institutions, and these were used to draw conclusions relative to the structure of pre-service teacher education. The findings revealed eight distinguishing features of exemplary/effective pre-service teacher education programs whether university or college-based. (a) coherent program vision (b) cultural competence (c) collaborative partnership (d) contextualization (e) quality standards (f) well-planned and implemented field experiences (g) continuous assessment (h) experienced committed faculty and (i) a harmonious blend of theory and practice. To be effective, pre-service teacher education programs must prepare prospective teachers to adequately meet the challenges of teaching in today’s classrooms. To effect change, quality teachers are needed, and to produce quality teachers, quality preparation is a necessity. 

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