Search results for: Conklin Gehlbach Hilary
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The preparation of novice teacher educators for critical, justice-oriented teacher education: A longitudinal exploration of formal study in the pedagogy of teacher education
There continues to be limited focus on the preparation of teacher educators, particularly for teacher education aimed at challenging educational inequities. This case study explores the impact of a curricular approach to preparing novice teacher educators in the pedagogy of teacher education. Drawing on surveys, interviews, documents, and observations of practice, the study traces what novice teacher educators learned 5 years after enrolment in a doctoral course, and how this learning shaped their teacher education practice over time. The analysis illuminates conceptual and practical tools as well as unanticipated learning that were salient for novice teacher educators’ learning and practice.
Updated: Jan. 12, 2022
In this case study, two teacher educators in urban teacher education programs identify and analyze the components of teacher education practice in relation to a vision of compassionate, critical, justice-oriented teacher education. Drawing on the data, the authors offer a pedagogical framework that identifies key features of compassionate, critical, justice-oriented teacher education to inform research and practice. They highlight the contributions of this framework for justice-oriented teacher education and the inherent complexity of attempts to parse such fundamentally messy relational practice.
Updated: Jun. 11, 2017
Learning from Young Adolescents: The Use of Structured Teacher Education Coursework to Help Beginning Teachers Investigate Middle School Students' Intellectual Capabilities
In this article, the authors discuss findings from a case study in which beginning secondary social studies teachers interviewed young adolescents with the goal of unearthing and possibly challenging the teachers' beliefs about middle school students’ capabilities in social studies. The results of this study suggest that the coursework showed potential for shifting teachers’ views of young adolescents’ intellectual capabilities and, in some cases, shaping new commitments to teaching middle school students.
Updated: Sep. 20, 2011
In this article, the author offers a case of the predicaments which she encountered in conducting teacher education research at her own institution. She also re-examine these predicaments using an ethic of mindfulness and compassion. The author explores how this Buddhist perspective might help researchers navigate what can be a lonely, ethically complicated research journey among their own colleagues.
Updated: Jun. 15, 2009
McDonald and Zeichner (2008) argue that multicultural education often pays less attention to societal structures that perpetuate injustice, while social justice teacher education often focuses on these structures. Their commitments to teacher education both celebrate diversity and address structural inequities. Motivated by this concern and drawing on feminist and Buddhist theories, the author argues that many teacher educators would benefit from a renewed consideration of modeling the pedagogy they hope prospective teachers will employ. In this paper, she analyzes and brings together the work on critical, justice-oriented approaches to teacher education.
Updated: Mar. 09, 2009