Search results for: Hyland Nora E.
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From Mediated Fieldwork to Co-Constructed Partnerships: A Framework for Guiding and Reflecting on P-12 School–University Partnerships
An essential component of teacher preparation is clinical practice that allows teacher candidates (TCs) to observe, reflect upon, test their ideas, and adjust and improve their methods in classrooms. Weaknesses in the structure and organization between coursework and clinical practice in teacher preparation programs often present barriers from fully achieving these goals. University–school partnerships have the potential to overcome these challenges and create spaces for mutually beneficial learning opportunities for all stakeholders. In this article, the authors identify six levels to illustrate the continua of work with schools in the preparation of TCs that describe how a program might move from current partnership practice to the kinds of partnership practice described by McDonald and colleagues and the Council for the Accreditation of Educator Preparation (CAEP). While developing partnerships with schools is work that has inherent challenges, the potential of this work to meaningfully transform the preparation of teachers is crucial.
Updated: Jul. 06, 2020
This article examines the ways that a group of US pre-service teachers expressed and challenged each other's contradictory discourses about teaching for social justice. Particularly significant are the many ways that this group of students enacted subject positions around race and sexuality as various combinations of African American, White, gay, straight, lesbian, Christian, and as members of this class. This research demonstrates the ways that social justice teacher education differentially positions people who have been historically marginalized and how it can at times reify a hierarchy of marginality.
Updated: Jun. 13, 2011
The purpose of this study was to foster critical understanding of institutional oppression among pre-service teachers . Hence, this article describes the use of an institutional inquiry assignment for pre-service teachers at a large state university in the US. Data were collected from one hundred and six pre-service teacher candidates enrolled in a cultural diversity course. The analysis of the data examines the useful aspects as well as the limitations of this assignment for helping to engage in teaching for social justice.
Updated: Aug. 17, 2010