Search results for: Brayko Kate
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Community-Based Placements As Contexts for Disciplinary Learning: A Study of Literacy Teacher Education Outside of School
This study is an investigation of field placements in after-school community-based organizations (CBOs) within one teacher education program. The author examined literacy-related activity and learning opportunities available to preservice teachers in two CBO field placements, one serving mainly Latino children and another serving mainly Muslim Somali children. The placements examined in this study brought candidates into contact and shared activity with communities previously unfamiliar to them, and with mediating elements from the CBOs and ELTEP courses shaping their activity, these candidates demonstrated promising conceptual and pedagogical development related to literacy. The findings suggest CBO placements hold potential for preparing literacy teachers for urban schools.
Updated: Feb. 21, 2016
In this paper, the authors argue that teacher education needs to make a fundamental shift in whose knowledge and expertise counts in the education of new teachers. Using tools afforded by cultural historical activity theory and deliberative democracy theory, they argue that by recasting who is considered an expert, and rethinking how teacher candidates and university faculty cross institutional boundaries to collaborate with communities and schools, teacher education programs can better interrogate their challenges and invent new solutions to prepare the teachers our students need.
Updated: Jan. 27, 2016
Learning to See Students: Opportunities to Develop Relational Practices of Teaching through Community-Based Placements in Teacher Education
The authors investigated preservice field placements in community-based organizations (CBOs) as potentially strategic contexts for learning about relational aspects of teaching. Authors followed two cohorts of 12 candidates from their first quarter of preparation into their first year of teaching. Findings from this study highlight the types of learning outcomes that preservice community-based placements potentially afford, as well as factors that make some placements more educative than others.
Updated: Feb. 27, 2013
Innovation and Impact in Teacher Education: Community-Based Organizations as Field Placements for Preservice Teachers
This study examines the participation of preservice teachers in community-based organizations (CBOs) and the outcomes of this innovation on their opportunities to learn. Through this research, the authors aim to advance the field of teacher education’s understanding of community experiences, and in particular to highlight the ways in which partnerships with community organizations advance the preparation of teachers. The findings highlight specific dimensions of teachers’ participation in CBOs and indicate ways in which the community experiences added to the resources for learning provided by the teacher education program.
Updated: Oct. 27, 2011