Literaturnachweis - Detailanzeige
| Autor/inn/en | Medina, Monica A.; Morrone, Anastasia S.; Anderson, Jeffrey A. |
|---|---|
| Titel | Promoting Social Justice in an Urban Secondary Teacher Education Program |
| Quelle | In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 78 (2005) 5, S.207 (6 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0009-8655 |
| Schlagwörter | Stellungnahme; Teacher Education Programs; Justice; Secondary Education; Urban Schools; Preservice Teachers; Preservice Teacher Education; Teaching Methods; College Faculty; Student Diversity; Cultural Background; Beliefs; Indiana |
| Abstract | The racial and cultural naivete of the pool of preservice teachers entering into many teacher education programs presents a challenge, one that is both daunting and transformative. To counter the negative idea of urban schools, teacher education programs in the U.S. must commit to new teacher education strategies that will ultimately prepare preservice teachers to teach in increasingly diverse schools. To be effective, these programs must systemically integrate concepts and ideas that will eventually change the way preservice teachers define teaching and learning. Therefore, they must have the skills and dispositions to continuously reflect on their social identity, the identity of their students, and the content and pedagogy they adopt in their teaching practice. Thus, before preservice teachers can be expected to understand and address issues of diversity in the classroom, teacher education programs must provide these future educators with authentic opportunities for critical examination of their own entrenched values, belief systems, and cultural heritage (Cochran-Smith 1998). The authors feature the Indiana University Purdue University Indianapolis (IUPUI) secondary education Learning to Teach/Teaching to Learn (LT/TL) program, a four-semester block-sequenced program facilitated by faculty members who jointly plan and teach cohorts of twenty-five to thirty students each semester. (Contains 2 notes.) (ERIC). |
| Anmerkungen | Heldref Publications, Helen Dwight Reid Educational Foundation, 1319 Eighteenth Street, NW, Washington, DC 20036-1802. Web site: http://www.heldref.org. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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