Search results for: Equity
Page 1/2 16 items
Meaningful teacher–student relationships are linked to a range of positive student outcomes. However, there is limited research on how teacher education programs attempt to prepare teachers to form relationships with students. This article employs comparative case methodology to explore how two different teacher residency programs—No Excuses Teacher Residency and Progressive Teacher Residency—attempt to prepare their teacher residents to form meaningful relationships with students. Drawing on theoretical work by Martin Buber and Paulo Freire, this article finds two very different approaches to teacher–student relationships: Instrumental and Reciprocal. It concludes by discussing the implications of each.
Updated: Aug. 25, 2021
Disability and the Meaning of Social Justice in Teacher Education Research: A Precarious Guest at the Table?
Although disability is assumed to be part of the teacher education social justice landscape, its position in the context of social justice is contested and has not been informed by an analysis of the empirical record. To address this gap, the authors examined 25 years of research on social justice in teacher education, focusing on how disability is presented in relationship to other social markers of identity. Disability is only modestly visible within this literature; when included, it is typically treated as an isolated marker of identity, absent considerations of intersectionality. Overcoming this marginalization of disability requires new, robust cross-faculty alliances in conceptualizing research on social justice in teacher education; adopting discursive practices that complicate disability in terms of its intersectional, reciprocal relationship with the full range of social markers of identity; and intersectionality-driven instruction connecting multiple identities and the multiple instructional strategies required to transform teacher education for social justice.
Updated: Jun. 03, 2021
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
This study aimed to create understandings across mathematics teacher educators' (MTEs) self-reports about the challenges they encountered and the resolutions they implemented when teaching mathematics methods courses through a lens of equity. The authors identified several self-reported challenges and resolutions that emerged from the data: loci of challenges, nature of challenges, and nature of resolusions.
Updated: Sep. 04, 2017
This article discusses changes over the last 40 years in teacher education in the USA. These changes have resulted in two very different strategies for improving the preparation of teachers and in substantial inequities in the distribution of the teaching force.
Updated: Feb. 23, 2017
In this article, the authors examine how particular lived experiences influenced negotiation of the figured worlds participants inhabit and how that negotiation might contribute to the ways in which they took up certain issues, in this case equity in mathematics education. The authors identified two strands that ran through the findings: As teachers came to use a multicultural lens on their mathematics classrooms, they interacted with the figured world of equitable mathematics pedagogy in different ways; In considering sites for praxis, those teachers with more experience in multicultural education looked in and beyond their classrooms for change.
Updated: Feb. 15, 2016
An Examination of Black Science Teacher Educators’ Experiences with Multicultural Education, Equity, and Social Justice
This article examines the experiences of Black science teacher educators when they attempted to include multicultural education, equity, and social justice in their teaching. The findings reveal that the participants shared challenges that occur in the academy when they dealt with their Blackness as a faculty member and attempted to infuse multicultural science education, equity, and social justice in their classes. Many of these faculty members decided to incorporate multicultural education, equity, and social justice in their courses. Furthermore, some of them have attempted and stopped due to student evaluations and the need to gain promotion and tenure. The authors suggest that these shared experiences can assist other science educators by understanding Black faculty members’ struggles with the infusion of multicultural science education, equity, and social justice in their teaching.
Updated: Dec. 14, 2015
This article describes a vision of social class–sensitive pedagogy aimed at disrupting endemic classism in schools. The authors claim that educators may unwittingly alienate the very students they hope to inspire, cause for serious inquiry into what a social class–sensitive pedagogy might entail. This manuscript highlights five interrelated principles that provide insights to what research tells us and how it can be used in K–12 and teacher education.
Updated: Sep. 17, 2013
The author has been inspired by Gloria Ladson-Billings' article which described what it means to make teaching and learning relevant and responsive to the languages, literacies, and cultural practices of students across categories of difference and (in)equality. However, this article offers the term and stance of culturally sustaining pedagogy as an alternative. The author believes that this alternative embodies some of the best research and practice in the resource pedagogy tradition and as a term that supports the value of our multiethnic and multilingual present and future. Culturally sustaining pedagogy seeks to perpetuate and foster—to sustain—linguistic, literate, and cultural pluralism as part of the democratic project of schooling.
Updated: Sep. 15, 2013
“The Changers and the Changed”: Preparing Early Childhood Teachers to Work With Lesbian, Gay, Bisexual, and Transgender Families
This article is aimed to examine the learning process and transformation of early childhood teacher education students in a course on family equity. The authors present the findings the discussion on how courses on family equity can and should be incorporated into teacher education programs.
Updated: May. 28, 2013