Search results for: Stillman Jamy
Page 1/1 5 items
From Approximations of Practice to Transformative Possibilities: Using Theatre of the Oppressed as Rehearsals for Facilitating Critical Teacher Education
Rehearsals and other approximations of practice are often touted as effective pedagogies for preparing teachers to reproduce/replicate practices deemed universally beneficial. However, scholars have noted that reproducing practices across contexts risks undermining equity and justice. This article reports on a three-year project that examined the potential of Boalian Theater and Freirean culture circles to facilitate learning among justice-oriented teacher educators. Using an ethnographic approach, the article shows how, guided by these critical pedagogies, rehearsals can facilitate transformational learning by re-imagining responses to dilemmas of practice in equity-oriented and contextually sensitive ways.
Updated: Sep. 21, 2020
Making Learning the Object: Using Cultural Historical Activity Theory to Analyze and Organize Student Teaching in Urban High-Needs Schools
In this article, the authors are interested to articulate what preservice teacher's account suggests about the struggles of teacher educators to provide sufficient and sufficiently strategic support for PSTs’ field-based learning. The authors conclude that conceiving of student teaching as an activity system requires that they think of student teaching in contextually sensitive ways, set clearer learning goals, and remediate in relation to them so that preservice teachers will be able to do the same for the students they serve.
Updated: Apr. 09, 2014
Student Teaching’s Contribution to Preservice Teacher Development: A Review of Research Focused on the Preparation of Teachers for Urban and High-Needs Contexts
In this article, the authors are interested to determine what and how student teaching experiences contribute to preservice teachers’ development as future teachers of students in urban and/or high-needs schools specifically. The present article reviews empirical articles published over the past two decades. In addition, the article also considers the implications of student teaching for the schools that play host to it and for the students who attend those schools.
Updated: Apr. 08, 2014
Student Teaching for a Specialized View of Professional Practice? Opportunities to Learn in and for Urban, High-Needs Schools
This study explores opportunities to learn within and across student teaching placements.The authors analyze the degree to which placement experiences present equitable opportunities for PSTs to build a specialized knowledge base. The authors found that all participants repeatedly praised student teaching for nurturing emerging professional identities and conferring new self-confidence. Specifically, the authors address three core strands of opportunity reportedly experienced by participants. These include opportunities to learn about curriculum and content; opportunities to see and participate in, but usually not plan for, “what’s possible”; and opportunities to struggle with and for youth.
Updated: Jul. 22, 2013
Teacher Learning in an Era of High-Stakes Accountability: Productive Tension and Critical Professional Practice
This study draws on social learning and activity theories to examine the specific factors that support equity-minded teachers to navigate accountability-driven language arts reforms. Furthermore, the study examines the specific barriers that might hinder teachers from serving marginalized students—particularly English Learners—in an era of accountability, and how particular contextual factors mediate teachers’ responses to accountability pressures. Findings underscore the importance of balanced leadership in an era of high- stakes accountability, particularly as it relates to teacher professionalism, learning, and agency.
Updated: Oct. 10, 2011