Pub Date : 2022-04-06DOI: 10.1177/00224871221087199
Fiona Crowe, O. Mcgarr
Preservice teachers’ schooling during their “apprenticeship of observation” has long been a focus of attention in teacher education as it is seen as influential in the development of teacher beliefs and in limiting preservice teachers’ openness to alternative conceptions of teaching. Looking through the lens of autobiographical memory, the research engaged 42 preservice teachers in semi-structured interviews exploring their talk about secondary schooling experiences. This research found that the participating preservice teachers agentically constructed nuanced schooling memories. Rather than their experiences of schooling practices imposing conceptions of teaching on them, participants were selective in encoding and recalling practices congruent with their goal of becoming a teacher. While acknowledging the important contribution of the apprenticeship of observation construct, these research findings suggest that when viewed through the lens of autobiographical memory, the construct is more nuanced than commonly presented, and, thus necessitates further consideration by teacher educators.
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Pub Date : 2022-03-30DOI: 10.1177/00224871221089790
C. Craig, M. Flores, J. V. Van Overschelde, Valerie Hill-Jackson
Teacher education, as a profession, advances when a set of “taken-for-granted” ideas that shape the field are crystallized and enacted. These ideas are communicated as truths and frame the knowledge, skills, and dispositions of effective P-12 teaching. It is important, however, we do not become too comfortable with the familiar ways of operationalizing the field, but as policymakers, practitioners, and researchers, we continue to problematize the taken-for-granted teacher education dogmas so discussions across differences (i.e., terminology, language, sensemaking, etc.) can occur. This needs to happen because “ . . . education is a conversation aimed at truth . . . The object is not agreement but communication . . . ” (Schwab, 1953, p. 9). Matsko et al. (this issue) point to recurring debates on traditional versus alternative versus residency teacher preparation programs (TPPs); each program type possesses certain characteristics. However, these traits are not universal. For example, in the 337 years since Frances’ first École Normale prepared teachers, teacher preparation did not involve an academic degree. Yet today, a non-degree TPP in the United States is an “alternative” program. Researchers need to be mindful of differences locally, nationally, and internationally, especially where TPP clinical experiences are concerned. The U.S. definition of a traditional TPP is an undergraduate (UG) or post-baccalaureate (PB) degreebased program. The definition is agnostic to clinical experience type (student teaching, residency, internship). UG teacher candidates cannot be teachers-of-record, so their traditional TPP must culminate in a non-teacher-of-record clinical experience (student teaching or residency). PB teacher candidates at traditional and alternative TPPs have the option of being teachers-of-record and therefore student teaching, residencies, and internships are all options (Henry et al., 2014; Matsko et al., this issue) found important differences in clinical experiences and prerequisites across program types. Rec Educationalists should be mindful of legal, practical, and lay differences in terminology. Also, teacher residencies, which trace to America’s normal school past, call for close relationships between schools and universities that largely have not existed for some time. University and school district partners must overcome what has been described as the “two-world” trap (Anagnostopoulos et al., 2007), especially when policies are top-down. Despite lack of clarity, universities and schools are joined-at-the-hip (Chu, 2021). On one hand, non-compliance could put teacher educators out of their jobs. On the other hand, teacher attrition exacerbates districts’ staffing crises. On its own, teacher attrition, a commonplace theme in the literature, continues to be a mind-boggling challenge both nationally and internationally (Craig, 2017). It is disruptive to student learning (Ronfeldt et al., 2013), expensive (Alliance for Excellent Educa
教师教育，作为一种职业，当一套塑造该领域的“理所当然”的想法具体化并付诸实施时，就会得到发展。这些想法被当作真理来传达，并构成了有效的P-12教学的知识、技能和性格。然而，重要的是，我们不会对熟悉的领域运作方式感到太舒服，但作为政策制定者、从业者和研究人员，我们继续对想当然的教师教育教条提出问题，以便能够进行跨差异(即术语、语言、语义等)的讨论。这需要发生，因为“……教育是一场追求真理的对话……目的不是达成一致，而是沟通……(Schwab, 1953，第9页)。Matsko等人(这个问题)指出了关于传统、替代和住院教师准备计划(TPPs)的反复辩论;每种程序类型都具有某些特征。然而，这些特征并不普遍。例如，在法国第一个École Normale准备教师的337年里，教师准备并不涉及学位。然而今天，美国的非学位TPP是一个“替代”项目。研究人员需要注意地方、国家和国际上的差异，特别是在TPP临床经验方面。美国对传统TPP的定义是基于本科(UG)或后学士(PB)学位的项目。该定义与临床经验类型(学生教学、住院医师、实习)无关。UG教师候选人不能是注册教师，所以他们传统的TPP必须以非注册教师的临床经验(学生教学或住院医师)告终。传统和另类教学合作伙伴的PB教师候选人可以选择成为记录教师，因此学生教学、实习和实习都是选项(Henry et al.， 2014;Matsko等人(本期)发现不同项目类型的临床经验和先决条件存在重要差异。教育工作者应该注意法律、实践和专业术语的差异。此外，教师驻留计划可以追溯到美国师范学校的过去，它要求学校和大学之间建立密切的关系，而这种关系在很大程度上已经有一段时间没有存在了。大学和学区的合作伙伴必须克服所谓的“两个世界”陷阱(Anagnostopoulos et al.， 2007)，特别是在政策自上而下的情况下。尽管缺乏明确性，大学和学校是紧密联系在一起的(Chu, 2021)。一方面，不遵守规定可能会使教师工作者失业。另一方面，教师的流失加剧了学区的人员配备危机。就其本身而言，教师流失是文献中一个常见的主题，在国内和国际上仍然是一个令人难以置信的挑战(Craig, 2017)。它对学生的学习具有破坏性(Ronfeldt et al.， 2013)，昂贵(Alliance for Excellent Education, 2014)，并且在不同的环境中有所不同。在德克萨斯州，由UG传统教学计划培养的新教师比由其他教学计划培养的PB教师更有可能留在课堂上，但新教师的种族和最初学校就业的类型很重要。在考虑TPP差异后，有色人种教师最有可能留在教室里(Van Overschelde & Wiggins, 2019)，而最初受雇于公立“特许”学校的教师比受雇于“传统”公立学校的教师更不可能留在这个行业(Guthery & Bailes, 2022)。Goldhaber等人(本期)发现了与华盛顿学校新教师流失相关的其他因素。例如，合作教师的有效性与教师持久性无关(c.f.， CAEP标准2.2)，但学生教学学校与初始就业学校之间的学校类型(即小学)和学生特征匹配与更大的教师持久性相关。本研究结果可为小学教师安排实习教师和校长聘用新教师提供有意义的因素。教师教育中另一个理所当然的想法是什么是有效教学，谁是有效的教师候选人，以及如何兼顾两者(Tatto等人，2016;Van Overschelde, 2022)。在使用“有效”这个词的时候，能不让人联想到行为主义范式吗
{"title":"Problematizing the Taken-For-Granted: Talking Across Differences in Teacher Education","authors":"C. Craig, M. Flores, J. V. Van Overschelde, Valerie Hill-Jackson","doi":"10.1177/00224871221089790","DOIUrl":"https://doi.org/10.1177/00224871221089790","url":null,"abstract":"Teacher education, as a profession, advances when a set of “taken-for-granted” ideas that shape the field are crystallized and enacted. These ideas are communicated as truths and frame the knowledge, skills, and dispositions of effective P-12 teaching. It is important, however, we do not become too comfortable with the familiar ways of operationalizing the field, but as policymakers, practitioners, and researchers, we continue to problematize the taken-for-granted teacher education dogmas so discussions across differences (i.e., terminology, language, sensemaking, etc.) can occur. This needs to happen because “ . . . education is a conversation aimed at truth . . . The object is not agreement but communication . . . ” (Schwab, 1953, p. 9). Matsko et al. (this issue) point to recurring debates on traditional versus alternative versus residency teacher preparation programs (TPPs); each program type possesses certain characteristics. However, these traits are not universal. For example, in the 337 years since Frances’ first École Normale prepared teachers, teacher preparation did not involve an academic degree. Yet today, a non-degree TPP in the United States is an “alternative” program. Researchers need to be mindful of differences locally, nationally, and internationally, especially where TPP clinical experiences are concerned. The U.S. definition of a traditional TPP is an undergraduate (UG) or post-baccalaureate (PB) degreebased program. The definition is agnostic to clinical experience type (student teaching, residency, internship). UG teacher candidates cannot be teachers-of-record, so their traditional TPP must culminate in a non-teacher-of-record clinical experience (student teaching or residency). PB teacher candidates at traditional and alternative TPPs have the option of being teachers-of-record and therefore student teaching, residencies, and internships are all options (Henry et al., 2014; Matsko et al., this issue) found important differences in clinical experiences and prerequisites across program types. Rec Educationalists should be mindful of legal, practical, and lay differences in terminology. Also, teacher residencies, which trace to America’s normal school past, call for close relationships between schools and universities that largely have not existed for some time. University and school district partners must overcome what has been described as the “two-world” trap (Anagnostopoulos et al., 2007), especially when policies are top-down. Despite lack of clarity, universities and schools are joined-at-the-hip (Chu, 2021). On one hand, non-compliance could put teacher educators out of their jobs. On the other hand, teacher attrition exacerbates districts’ staffing crises. On its own, teacher attrition, a commonplace theme in the literature, continues to be a mind-boggling challenge both nationally and internationally (Craig, 2017). It is disruptive to student learning (Ronfeldt et al., 2013), expensive (Alliance for Excellent Educa","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48922759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-10DOI: 10.1177/00224871221076906
Heidi Hallman, Ambyr Rios, C. Craig, Valerie Hill-Jackson
{"title":"Teacher Education’s Moment: From Solution to Challenge","authors":"Heidi Hallman, Ambyr Rios, C. Craig, Valerie Hill-Jackson","doi":"10.1177/00224871221076906","DOIUrl":"https://doi.org/10.1177/00224871221076906","url":null,"abstract":"","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42502723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-09DOI: 10.1177/00224871221075275
Emily Rodgers, J. D'agostino, Rebecca Berenbon, Clara Mikita, Christa Winkler, Mollie E. Wright
We respond to calls for more research to address whether and how successful professional development (PD) experiences (defined here in terms of student progress) are related to changes in teacher beliefs, specifically about effective literacy instruction for young struggling readers. We developed a measure, a Teacher Belief Score, to identify teacher beliefs present in interview data and we used student achievement data to create two contrasting groups of teachers, those whose students had lower progress and those who had higher. While initially in the fall, lower progress and higher progress teachers differed little in their alignment of beliefs with program features; over time, higher progress teachers trended toward beliefs that were aligned with program features, whereas lower progress teachers trended away. Findings suggest the need for an additional component to Guskey’s model of teacher change: attributing student progress to the new instructional practices learned in PD.
{"title":"Teachers’ Beliefs and Their Students’ Progress in Professional Development","authors":"Emily Rodgers, J. D'agostino, Rebecca Berenbon, Clara Mikita, Christa Winkler, Mollie E. Wright","doi":"10.1177/00224871221075275","DOIUrl":"https://doi.org/10.1177/00224871221075275","url":null,"abstract":"We respond to calls for more research to address whether and how successful professional development (PD) experiences (defined here in terms of student progress) are related to changes in teacher beliefs, specifically about effective literacy instruction for young struggling readers. We developed a measure, a Teacher Belief Score, to identify teacher beliefs present in interview data and we used student achievement data to create two contrasting groups of teachers, those whose students had lower progress and those who had higher. While initially in the fall, lower progress and higher progress teachers differed little in their alignment of beliefs with program features; over time, higher progress teachers trended toward beliefs that were aligned with program features, whereas lower progress teachers trended away. Findings suggest the need for an additional component to Guskey’s model of teacher change: attributing student progress to the new instructional practices learned in PD.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48060639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-04DOI: 10.1177/00224871221075284
Wen-Chia Chang, Marilyn Cochran-Smith
This article reviews 45 assessment tools designed to capture aspects of teaching and learning to teach for equity, social justice, and/or diversity to understand whether the existing tools measure up to the most pressing concerns in teacher education. First, we provide an overview of the 45 assessment tools, focusing on conventional properties. Second, we argue that the tools need to be examined beyond the conventional categories by attending to culture in both the content of assessments and their development processes. Finally, we use Kirkhart’s multicultural validity framework to reexamine the tools, focusing on their theoretical, methodological, relational, experiential, and consequential dimensions. Our analysis reveals that only a few assessments “measure up,” when examined in terms of multicultural validity. This means they tend not to do enough to address the most pressing challenges in today’s teacher education context or to advance equity and social justice goals at a deep level.
{"title":"Learning to Teach for Equity, Social Justice, and/or Diversity: Do the Measures Measure Up?","authors":"Wen-Chia Chang, Marilyn Cochran-Smith","doi":"10.1177/00224871221075284","DOIUrl":"https://doi.org/10.1177/00224871221075284","url":null,"abstract":"This article reviews 45 assessment tools designed to capture aspects of teaching and learning to teach for equity, social justice, and/or diversity to understand whether the existing tools measure up to the most pressing concerns in teacher education. First, we provide an overview of the 45 assessment tools, focusing on conventional properties. Second, we argue that the tools need to be examined beyond the conventional categories by attending to culture in both the content of assessments and their development processes. Finally, we use Kirkhart’s multicultural validity framework to reexamine the tools, focusing on their theoretical, methodological, relational, experiential, and consequential dimensions. Our analysis reveals that only a few assessments “measure up,” when examined in terms of multicultural validity. This means they tend not to do enough to address the most pressing challenges in today’s teacher education context or to advance equity and social justice goals at a deep level.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41756576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-04DOI: 10.1177/00224871221075281
R. Shirazi
Contributing to a growing body of research on acknowledging U.S. imperialism within teacher education, this article explores how knowledge production on Iran—and U.S.-Iran relations more broadly—in secondary education represents a site of what Britzman has called difficult knowledge. Here, the difficulty of classroom engagements with the theme of U.S. imperialism is highlighted in several epistemic stumbling blocks, notably notions of White epistemic authority, neoliberal multiculturalism, and imperial feeling. Drawing upon data collected during a 9-month ethnographic study, the analysis presents classroom scenes from a high school world literature unit on Marjane Satrapi’s Persepolis, selected by the teacher to explore themes of colonialism, imperialism, and revolution. Despite these intentions, classroom engagements with the text often reproduced Orientalist understandings. These findings inform the concluding argument that mobilizes contrapuntal reading as a generative technique for teacher education research and practice to identify and confront the epistemic bases that normalize systems of oppression.
{"title":"“Why Do We Need to Know About This?”: U.S. Imperialism, Persepolis, and Knowledge Production on Iran in the Classroom","authors":"R. Shirazi","doi":"10.1177/00224871221075281","DOIUrl":"https://doi.org/10.1177/00224871221075281","url":null,"abstract":"Contributing to a growing body of research on acknowledging U.S. imperialism within teacher education, this article explores how knowledge production on Iran—and U.S.-Iran relations more broadly—in secondary education represents a site of what Britzman has called difficult knowledge. Here, the difficulty of classroom engagements with the theme of U.S. imperialism is highlighted in several epistemic stumbling blocks, notably notions of White epistemic authority, neoliberal multiculturalism, and imperial feeling. Drawing upon data collected during a 9-month ethnographic study, the analysis presents classroom scenes from a high school world literature unit on Marjane Satrapi’s Persepolis, selected by the teacher to explore themes of colonialism, imperialism, and revolution. Despite these intentions, classroom engagements with the text often reproduced Orientalist understandings. These findings inform the concluding argument that mobilizes contrapuntal reading as a generative technique for teacher education research and practice to identify and confront the epistemic bases that normalize systems of oppression.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48275640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-25DOI: 10.1177/00224871221075279
S. Schroeder, Rachelle Curcio
Teachers commonly use sites such as Pinterest, TeachersPayTeachers.com, and Instagram to support their lesson planning. Developing a critical lens toward the use of these sites in teacher education is imperative, yet little research has been published outlining how this might be done. This study investigates how 44 teacher candidates (TCs) across two methods courses altered their thinking about the use of sites such as Pinterest, TeachersPayTeachers.com, and Instagram after experiencing explicit instruction and practice in 21st-century critical curriculum literacy. Findings indicate that TCs developed a more critical lens toward these sites, yet the inclusion of critical pedagogical content knowledge within 21st-century critical curriculum literacy is essential to develop a critical lens toward specific resources. Implications include how teacher educators might continue to develop 21st-century critical curriculum literacy in TCs and directions for future research.
{"title":"Critiquing, Curating, and Adapting: Cultivating 21st-Century Critical Curriculum Literacy With Teacher Candidates","authors":"S. Schroeder, Rachelle Curcio","doi":"10.1177/00224871221075279","DOIUrl":"https://doi.org/10.1177/00224871221075279","url":null,"abstract":"Teachers commonly use sites such as Pinterest, TeachersPayTeachers.com, and Instagram to support their lesson planning. Developing a critical lens toward the use of these sites in teacher education is imperative, yet little research has been published outlining how this might be done. This study investigates how 44 teacher candidates (TCs) across two methods courses altered their thinking about the use of sites such as Pinterest, TeachersPayTeachers.com, and Instagram after experiencing explicit instruction and practice in 21st-century critical curriculum literacy. Findings indicate that TCs developed a more critical lens toward these sites, yet the inclusion of critical pedagogical content knowledge within 21st-century critical curriculum literacy is essential to develop a critical lens toward specific resources. Implications include how teacher educators might continue to develop 21st-century critical curriculum literacy in TCs and directions for future research.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65203836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-13DOI: 10.1177/00224871211070778
N. Carl, Amanda Jones-Layman, Rand Quinn
We contribute to the teacher activism literature an understanding of how activist organizations support professionalization processes. We examine how teachers’ involvement in a local activist organization counteracts the de-professionalizing reforms of the standards and accountability movement and fosters the professionalization of teaching. Our findings suggest that the structures of the activist organization provide opportunities for teachers to create and maintain collective knowledge for curricula and practice, sustain their professional commitments to social justice, and build confidence that promotes voice in educational decision-making. We discuss implications for teacher professionalization and identify the need for future studies on the role of teacher activist organizations on teachers, teaching, and the profession.
{"title":"Taking Back Teaching: The Professionalization Work of Teacher Activist Organizations","authors":"N. Carl, Amanda Jones-Layman, Rand Quinn","doi":"10.1177/00224871211070778","DOIUrl":"https://doi.org/10.1177/00224871211070778","url":null,"abstract":"We contribute to the teacher activism literature an understanding of how activist organizations support professionalization processes. We examine how teachers’ involvement in a local activist organization counteracts the de-professionalizing reforms of the standards and accountability movement and fosters the professionalization of teaching. Our findings suggest that the structures of the activist organization provide opportunities for teachers to create and maintain collective knowledge for curricula and practice, sustain their professional commitments to social justice, and build confidence that promotes voice in educational decision-making. We discuss implications for teacher professionalization and identify the need for future studies on the role of teacher activist organizations on teachers, teaching, and the profession.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45446350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01Epub Date: 2021-10-15DOI: 10.1177/00224871211051991
Cathryn van Kessel, Nicholas Jacobs, Francesca Catena, Kimberly Edmondson
This study used two training sessions and two focus groups with 17 preservice teachers (aged 20-36) completing their first teaching practicum placement during their Bachelor of Education program at an urban research university in western Canada. The aim was to implement ideas from terror management theory (TMT) during their teaching practicum. Participants explored how to facilitate contentious issues so as to prevent defensive reactions when worldviews clash in the classroom. A dramaturgical analysis identified participant objectives, conflicts, tactics, attitudes, emotions, and subtexts as they explored how to anticipate and avoid worldview and self-esteem threat, navigate tense pedagogical spaces, build capacity for expressing uncomfortable emotions, and diffuse threat with humor. Because difficult emotions are central to teaching potentially polarizing content, participating preservice teachers explored when compensatory reactions might emerge and, as a result, developed their own emotional awareness-TMT became both an experience and a teachable theory.
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Pub Date : 2021-12-07DOI: 10.1177/00224871211057487
The Teacher of Color Collective, Mariana Souto-Manning
Although teacher education researchers have long claimed their commitment to successfully preparing teachers to educate students of Color—a growing majority in U.S. schools—notably absent from their attempts are the voices of teachers of Color. This silence often results in pathological portrayals, positioning teachers of Color as the problem while obscuring the pervasive, problematic, and harmful Whiteness of teaching and teacher education. In this context, inspired by James Baldwin’s letter-essays and centering truthtelling as theoretical framework, eight tenured New York City public school teachers of Color and a teacher educator of Color engaged in collective analysis of a truthtelling exercise focused on what practitioners and institutions of teacher education can and should learn from teachers of Color to develop an antidote to the overwhelming Whiteness of teaching and teacher education, which has been shown to disproportionately disadvantage students of Color. Herein, we offer a composite counter-story—a letter to White teacher educators and, in fact, teacher educators of any racial identification who are in any way aligned with protecting and upholding Whiteness—revisiting our own nuanced memories of becoming and being teachers, unveiling teacher education’s epistemic violence, and issuing a call to action.
{"title":"On the Mis-Education of Teachers of Color: A Letter to Teacher Educators","authors":"The Teacher of Color Collective, Mariana Souto-Manning","doi":"10.1177/00224871211057487","DOIUrl":"https://doi.org/10.1177/00224871211057487","url":null,"abstract":"Although teacher education researchers have long claimed their commitment to successfully preparing teachers to educate students of Color—a growing majority in U.S. schools—notably absent from their attempts are the voices of teachers of Color. This silence often results in pathological portrayals, positioning teachers of Color as the problem while obscuring the pervasive, problematic, and harmful Whiteness of teaching and teacher education. In this context, inspired by James Baldwin’s letter-essays and centering truthtelling as theoretical framework, eight tenured New York City public school teachers of Color and a teacher educator of Color engaged in collective analysis of a truthtelling exercise focused on what practitioners and institutions of teacher education can and should learn from teachers of Color to develop an antidote to the overwhelming Whiteness of teaching and teacher education, which has been shown to disproportionately disadvantage students of Color. Herein, we offer a composite counter-story—a letter to White teacher educators and, in fact, teacher educators of any racial identification who are in any way aligned with protecting and upholding Whiteness—revisiting our own nuanced memories of becoming and being teachers, unveiling teacher education’s epistemic violence, and issuing a call to action.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41331632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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