International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Aronson Brittany A.
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2 items
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The purpose of this study was to disrupt whiteness through the use of critical race counternarratives during a critical literacy workshop with middle-school preservice teachers.
Over two years, 57 preservice teachers participated in and reflected on their experiences reading master narratives and viewing counternarrative texts in a critical literacy workshop.
Students responded in a variety of ways that ranged from displacing responsibility for their ignorance about the counternarrative texts onto educational structures, to troubling their roles in reproducing oppressive school environments and considering action steps for future teaching. Our research has important implications for preservice teachers, teacher educators, and those interested in implementing preservice teacher educator curriculum using a critical race theory lens.
Published: 2020
Updated: Aug. 30, 2020
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Despite reports of already practicing K-12 teachers’ attempts to teach for critical social justice in their classrooms, there is little connection between teacher education programs and/or the impact of teacher practice in the classroom.
This article presents data collected over 3 years from one teacher enrolled in an urban-multicultural teacher education program who transitioned into her first years of teaching.
Findings revealed that the teacher implemented culturally relevant education through
(a) a caring community,
(b) holding high expectations,
(c) cultural competence, and
(d) sociopolitical awareness as a teacher. Barriers the teacher faced as well as lessons for teacher educators are shared.
Published: 2020
Updated: Aug. 30, 2020