Pub Date : 2020-04-02DOI: 10.1080/01626620.2019.1650842
Eralp Bahçivan, Yasin Aydın
ABSTRACT This study was conducted to explore a comprehensive belief system model of pre-service science teachers’ (PSTs’) beliefs and to examine the reasons why and how these beliefs are in/consistent with each other. A sequential explanatory research design guided the study, with a quantitative approach being followed by a qualitative one. Participating in the quantitative research were 955 PSTs. The results of a structural equation modeling analysis of the dataset indicated that PSTs’ depressive beliefs were related to their epistemological beliefs and that these latter beliefs predicted their teaching-learning conceptions. Twelve PSTs participated in a follow-up research that employed a multiple case research design. Results, at this step, indicated that there was a relationship between a PST’s beliefs and experiences. Furthermore, if any inconsistencies between experiences and peripheral beliefs existed, the relationship was biased toward experiences. Therefore, the experience-biased calibration determined that central beliefs have a greater influence on peripheral beliefs than vice versa. Given these results, certain implications are presented.
{"title":"Pre-service Science Teachers’ Teaching Beliefs: Responding to ‘Which’, ‘How’ and ‘Why’ Questions","authors":"Eralp Bahçivan, Yasin Aydın","doi":"10.1080/01626620.2019.1650842","DOIUrl":"https://doi.org/10.1080/01626620.2019.1650842","url":null,"abstract":"ABSTRACT This study was conducted to explore a comprehensive belief system model of pre-service science teachers’ (PSTs’) beliefs and to examine the reasons why and how these beliefs are in/consistent with each other. A sequential explanatory research design guided the study, with a quantitative approach being followed by a qualitative one. Participating in the quantitative research were 955 PSTs. The results of a structural equation modeling analysis of the dataset indicated that PSTs’ depressive beliefs were related to their epistemological beliefs and that these latter beliefs predicted their teaching-learning conceptions. Twelve PSTs participated in a follow-up research that employed a multiple case research design. Results, at this step, indicated that there was a relationship between a PST’s beliefs and experiences. Furthermore, if any inconsistencies between experiences and peripheral beliefs existed, the relationship was biased toward experiences. Therefore, the experience-biased calibration determined that central beliefs have a greater influence on peripheral beliefs than vice versa. Given these results, certain implications are presented.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"42 1","pages":"120 - 136"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2019.1650842","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44107778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.1080/01626620.2019.1675199
L. Wexler
ABSTRACT This study examines how three novice teachers experienced feedback in their learning-to-teach journeys, from their yearlong student teaching experience through their first-year teaching. As student teachers, the participants received frequent, focused feedback. During their first-year teaching, they continued to desire feedback, yet had different experiences receiving it. As first-year teachers, each participant referred to feedback from their student teaching mentors, continuing to draw on this support. Findings from this study suggest (1) student teaching mentors play an important role as novices learn to teach, helping novices both be open to critical feedback and be able to utilize it to improve their instruction. Additionally, (2) though induction experiences varied, each participant valued the social aspect of learning; they wanted to talk about and through their teaching with another teacher and advocated for their own growth by seeking feedback from others.
{"title":"How Feedback from Mentor Teachers Sustained Student Teachers through Their First Year of Teaching","authors":"L. Wexler","doi":"10.1080/01626620.2019.1675199","DOIUrl":"https://doi.org/10.1080/01626620.2019.1675199","url":null,"abstract":"ABSTRACT This study examines how three novice teachers experienced feedback in their learning-to-teach journeys, from their yearlong student teaching experience through their first-year teaching. As student teachers, the participants received frequent, focused feedback. During their first-year teaching, they continued to desire feedback, yet had different experiences receiving it. As first-year teachers, each participant referred to feedback from their student teaching mentors, continuing to draw on this support. Findings from this study suggest (1) student teaching mentors play an important role as novices learn to teach, helping novices both be open to critical feedback and be able to utilize it to improve their instruction. Additionally, (2) though induction experiences varied, each participant valued the social aspect of learning; they wanted to talk about and through their teaching with another teacher and advocated for their own growth by seeking feedback from others.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"42 1","pages":"167 - 185"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2019.1675199","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42550038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.1080/01626620.2019.1622475
Kathryn Struthers Ahmed
ABSTRACT This paper explores Megan’s – a preservice teacher’s – learning around teaching literacy while enrolled in a social justice-oriented teacher education program and student teaching in poverty-impacted schools. Megan had fewer opportunities to teach literacy in university-promoted ways when student teaching with an attentive cooperating teacher (CT) she revered than when apprenticing with a negligent CT she did not respect. However, Megan’s personal opinions about her CTs influenced her reflections, as she reported predominantly positive learnings from her placement with her adored CT and predominantly negative learnings from her placement with her disdained CT. Implications for teacher educator mediation are addressed.
{"title":"Clouded Views and Silver Linings: Learning to Teach Literacy in Cooperating Teachers’ Classrooms","authors":"Kathryn Struthers Ahmed","doi":"10.1080/01626620.2019.1622475","DOIUrl":"https://doi.org/10.1080/01626620.2019.1622475","url":null,"abstract":"ABSTRACT This paper explores Megan’s – a preservice teacher’s – learning around teaching literacy while enrolled in a social justice-oriented teacher education program and student teaching in poverty-impacted schools. Megan had fewer opportunities to teach literacy in university-promoted ways when student teaching with an attentive cooperating teacher (CT) she revered than when apprenticing with a negligent CT she did not respect. However, Megan’s personal opinions about her CTs influenced her reflections, as she reported predominantly positive learnings from her placement with her adored CT and predominantly negative learnings from her placement with her disdained CT. Implications for teacher educator mediation are addressed.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"42 1","pages":"101 - 83"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2019.1622475","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48876868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-21DOI: 10.1080/01626620.2020.1731012
M. Selke, Jerusalem Rivera-Wilson, C. Watson, Carrie Robinson, Keenya G. Mosley, D. Rickey, David Arneson
ABSTRACT Induction support for beginning education professors is rarely provided. To address this gap, qualitative descriptive research was conducted by asking a national sample of experienced education professors about challenges faced and met as new faculty members. The resulting seven induction themes for beginning education professors are discussed in targeted sections with suggestions for application in practice. Each section concludes with a set of five key questions to assist in facilitating the induction of beginning education professors on college campuses. The ATE Induction System for New Professors (ISNP) is based upon the seven induction themes and was collaboratively designed to provide information, experiences, and mentoring support for beginning education professors. Recommendations for additional study include empirical research to identify microcosms within campus cultures and expand the research base on tools, strategies, and collegial supports for new education faculty. Comprehensive systemic induction for beginning education professors is a critical long-term priority.
{"title":"Baptism by Fire: Why Induction Matters for Beginning Education Professors","authors":"M. Selke, Jerusalem Rivera-Wilson, C. Watson, Carrie Robinson, Keenya G. Mosley, D. Rickey, David Arneson","doi":"10.1080/01626620.2020.1731012","DOIUrl":"https://doi.org/10.1080/01626620.2020.1731012","url":null,"abstract":"ABSTRACT Induction support for beginning education professors is rarely provided. To address this gap, qualitative descriptive research was conducted by asking a national sample of experienced education professors about challenges faced and met as new faculty members. The resulting seven induction themes for beginning education professors are discussed in targeted sections with suggestions for application in practice. Each section concludes with a set of five key questions to assist in facilitating the induction of beginning education professors on college campuses. The ATE Induction System for New Professors (ISNP) is based upon the seven induction themes and was collaboratively designed to provide information, experiences, and mentoring support for beginning education professors. Recommendations for additional study include empirical research to identify microcosms within campus cultures and expand the research base on tools, strategies, and collegial supports for new education faculty. Comprehensive systemic induction for beginning education professors is a critical long-term priority.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"43 1","pages":"370 - 388"},"PeriodicalIF":0.0,"publicationDate":"2020-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2020.1731012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44400800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-18DOI: 10.1080/01626620.2020.1726837
Shuang Zhang, Jian Wang, Raymond Flores
ABSTRACT The analysis of word problem types and schema-based diagrams are assumed useful for helping students and thus, important for preservice teachers to learn in their preparation programs. Drawing on pre-and post-assessments and videotaped demonstrations, this study analyzed elementary preservice teachers’ understanding of addition and subtraction word problem types and how well they could demonstrate their understanding after their exposure in a mathematics methods course. Results suggest that while participants’ knowledge of word problem types and their ability to solve word problems were substantially improved, their identification, diagram representations, and solutions for different types of word problems were not substantially developed. Policy and research implications for these findings are then discussed and proposed.
{"title":"Using Schema-Based Diagrams to Represent and Solve Word Problems: Relationship between Elementary Preservice Teachers’ Knowledge and Demonstration","authors":"Shuang Zhang, Jian Wang, Raymond Flores","doi":"10.1080/01626620.2020.1726837","DOIUrl":"https://doi.org/10.1080/01626620.2020.1726837","url":null,"abstract":"ABSTRACT The analysis of word problem types and schema-based diagrams are assumed useful for helping students and thus, important for preservice teachers to learn in their preparation programs. Drawing on pre-and post-assessments and videotaped demonstrations, this study analyzed elementary preservice teachers’ understanding of addition and subtraction word problem types and how well they could demonstrate their understanding after their exposure in a mathematics methods course. Results suggest that while participants’ knowledge of word problem types and their ability to solve word problems were substantially improved, their identification, diagram representations, and solutions for different types of word problems were not substantially developed. Policy and research implications for these findings are then discussed and proposed.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"43 1","pages":"20 - 36"},"PeriodicalIF":0.0,"publicationDate":"2020-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2020.1726837","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48150670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-18DOI: 10.1080/01626620.2020.1726836
Yonghee Suh, KaaVonia Hinton
ABSTRACT This narrative inquiry shares the stories of two teachers’ collaborative experiences with their counterparts in social studies and English. The primary objective was to learn about how these teachers, within separate teaching dyads, understand and attempt to accomplish the goals of both colleagues’ disciplines while planning instruction. Field texts were collected over two years and consist of stories derived from five recorded conversations, observations, e-mail exchanges, student work samples, teaching materials, PowerPoint slides, and reflective notes. Data were analyzed through the three-dimensional space approach. Findings suggest that a) collaborative tensions arise due to “grammar of schooling,” including the structure and the culture of teaching the subject matters in middle and high schools; b) cross-disciplinary collaboration serves as a space for teacher learning; and c) despite their intentions and willingness, the two teachers tend to implement a hybrid of disciplinary literacy practices coupled with their old notion of literacy when collaborating.
{"title":"Navigating Disciplinary Boundaries: Two Stories of Collaborative Teaching in English and Social Studies","authors":"Yonghee Suh, KaaVonia Hinton","doi":"10.1080/01626620.2020.1726836","DOIUrl":"https://doi.org/10.1080/01626620.2020.1726836","url":null,"abstract":"ABSTRACT This narrative inquiry shares the stories of two teachers’ collaborative experiences with their counterparts in social studies and English. The primary objective was to learn about how these teachers, within separate teaching dyads, understand and attempt to accomplish the goals of both colleagues’ disciplines while planning instruction. Field texts were collected over two years and consist of stories derived from five recorded conversations, observations, e-mail exchanges, student work samples, teaching materials, PowerPoint slides, and reflective notes. Data were analyzed through the three-dimensional space approach. Findings suggest that a) collaborative tensions arise due to “grammar of schooling,” including the structure and the culture of teaching the subject matters in middle and high schools; b) cross-disciplinary collaboration serves as a space for teacher learning; and c) despite their intentions and willingness, the two teachers tend to implement a hybrid of disciplinary literacy practices coupled with their old notion of literacy when collaborating.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"43 1","pages":"321 - 338"},"PeriodicalIF":0.0,"publicationDate":"2020-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2020.1726836","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47108218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-22DOI: 10.1080/01626620.2019.1710728
Adrian D. Martin, T. Spencer
ABSTRACT This paper reports on an action research inquiry that identified ways that a graduate course in multicultural children’s literature contributed to teachers’ meaning-making of such texts, their professional practices, and themselves as educators. Conceptually grounded in culturally responsive teaching and the construct of teacher identity, analysis of course artifacts, participant interviews and a focus group session revealed three emergent themes. First, teachers’ participation in the course deepened insight on how former experiences with texts connected with beliefs about literature. Second, course structures and activities promoted understandings of self as a teacher who values diverse texts and culturally responsive practices. Third, the inclusion of controversial and challenged texts in P-12 classrooms was of professional concern. Recommendations for future research and teacher education are provided.
{"title":"Children’s Literature, Culturally Responsive Teaching, and Teacher Identity: An Action Research Inquiry in Teacher Education","authors":"Adrian D. Martin, T. Spencer","doi":"10.1080/01626620.2019.1710728","DOIUrl":"https://doi.org/10.1080/01626620.2019.1710728","url":null,"abstract":"ABSTRACT This paper reports on an action research inquiry that identified ways that a graduate course in multicultural children’s literature contributed to teachers’ meaning-making of such texts, their professional practices, and themselves as educators. Conceptually grounded in culturally responsive teaching and the construct of teacher identity, analysis of course artifacts, participant interviews and a focus group session revealed three emergent themes. First, teachers’ participation in the course deepened insight on how former experiences with texts connected with beliefs about literature. Second, course structures and activities promoted understandings of self as a teacher who values diverse texts and culturally responsive practices. Third, the inclusion of controversial and challenged texts in P-12 classrooms was of professional concern. Recommendations for future research and teacher education are provided.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"42 1","pages":"387 - 404"},"PeriodicalIF":0.0,"publicationDate":"2020-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2019.1710728","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42627528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/01626620.2019.1700848
A. Goodwin
ABSTRACT Globalization is undoubtedly affecting every aspect of our lives. The reach and the reality of globalization means that what happens “there” to “them” now affects what happens “here” to “us.” The destinies of billions of people around the planet have become inextricably tied, connected by multiple networks, whether virtual, commercial, political, trans-familial, socio-cultural, or educational. This is the globalized space in which today’s teachers operate, it is the space they must navigate, they have no choice to do otherwise than to look, know, think, understand and teach beyond the boundaries of the(ir) local. But what exactly does that mean in practice? In response, I begin first with a brief discussion about globalization—what it means, and how it is—or perhaps not—affecting teaching and teacher education. I then discuss the mindsets teachers (and therefore teacher education/educators) need to cultivate along four dimensions in the context of globalization: the curricular, professional, moral, and personal. I then close with two immediate actions we should take as/to be a global teacher education community.
{"title":"Globalization, Global Mindsets and Teacher Education","authors":"A. Goodwin","doi":"10.1080/01626620.2019.1700848","DOIUrl":"https://doi.org/10.1080/01626620.2019.1700848","url":null,"abstract":"ABSTRACT Globalization is undoubtedly affecting every aspect of our lives. The reach and the reality of globalization means that what happens “there” to “them” now affects what happens “here” to “us.” The destinies of billions of people around the planet have become inextricably tied, connected by multiple networks, whether virtual, commercial, political, trans-familial, socio-cultural, or educational. This is the globalized space in which today’s teachers operate, it is the space they must navigate, they have no choice to do otherwise than to look, know, think, understand and teach beyond the boundaries of the(ir) local. But what exactly does that mean in practice? In response, I begin first with a brief discussion about globalization—what it means, and how it is—or perhaps not—affecting teaching and teacher education. I then discuss the mindsets teachers (and therefore teacher education/educators) need to cultivate along four dimensions in the context of globalization: the curricular, professional, moral, and personal. I then close with two immediate actions we should take as/to be a global teacher education community.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"42 1","pages":"6 - 18"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2019.1700848","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44916440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/01626620.2019.1702598
Efrain Brito, A. Ball
ABSTRACT This article represents an ideological and methodological call to action that is over fifty years in the making. It seeks to articulate a new form of critical consciousness by combining the principles of a Freirean liberatory pedagogy with the methodological and ideological specificity of Ball‘s Model of Generative Change. We call this evolved model Generative Transformative Praxis in which educators and teacher educators are able to move from change by adaptation to generative transformation that seeks a true transition in the 21st century classrooms that our increasingly diverse students deserve. Generative Transformative Praxis is not a pre-prescribed tactical approach that is subject to standardization based on past data; instead, it attempts to constantly recreate the present in order to affect the future. Ultimately, the authors propose the model of Generative Transformative Praxis in order to prepare and develop educators who are capable of introducing diverse student populations to a world subject to change, reinvention, and transformation.
{"title":"Realizing the Theory of Generative Change using a Freirean Lens: Situating the Zone of Generativity within a Liberatory Framework","authors":"Efrain Brito, A. Ball","doi":"10.1080/01626620.2019.1702598","DOIUrl":"https://doi.org/10.1080/01626620.2019.1702598","url":null,"abstract":"ABSTRACT This article represents an ideological and methodological call to action that is over fifty years in the making. It seeks to articulate a new form of critical consciousness by combining the principles of a Freirean liberatory pedagogy with the methodological and ideological specificity of Ball‘s Model of Generative Change. We call this evolved model Generative Transformative Praxis in which educators and teacher educators are able to move from change by adaptation to generative transformation that seeks a true transition in the 21st century classrooms that our increasingly diverse students deserve. Generative Transformative Praxis is not a pre-prescribed tactical approach that is subject to standardization based on past data; instead, it attempts to constantly recreate the present in order to affect the future. Ultimately, the authors propose the model of Generative Transformative Praxis in order to prepare and develop educators who are capable of introducing diverse student populations to a world subject to change, reinvention, and transformation.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"42 1","pages":"19 - 30"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2019.1702598","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44734317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/01626620.2019.1700847
Kenneth M. Zeichner
ABSTRACT This paper discusses the concept of democratic professionalism and argues that it offers a way to frame teacher education so that it can contribute to more productively managing long standing tensions between public schools, minoritized communities, and teacher preparation programs, and to more closely realizing the democratic potential of public education and teacher education. This decolonial approach to teacher education that actively attempts to benefit from the expertise in local minoritized communities seeks to “disrupt” existing power and knowledge hierarchies and create the basis for new alliances between teachers, teacher unions, teacher educators, and community-based social movements in marginalized communities that are seeking an active role in transforming their own communities. The result is a new hybrid structure for teacher education programs that models the emancipatory vision that is often articulated by programs but not practiced.
{"title":"Preparing Teachers as Democratic Professionals","authors":"Kenneth M. Zeichner","doi":"10.1080/01626620.2019.1700847","DOIUrl":"https://doi.org/10.1080/01626620.2019.1700847","url":null,"abstract":"ABSTRACT This paper discusses the concept of democratic professionalism and argues that it offers a way to frame teacher education so that it can contribute to more productively managing long standing tensions between public schools, minoritized communities, and teacher preparation programs, and to more closely realizing the democratic potential of public education and teacher education. This decolonial approach to teacher education that actively attempts to benefit from the expertise in local minoritized communities seeks to “disrupt” existing power and knowledge hierarchies and create the basis for new alliances between teachers, teacher unions, teacher educators, and community-based social movements in marginalized communities that are seeking an active role in transforming their own communities. The result is a new hybrid structure for teacher education programs that models the emancipatory vision that is often articulated by programs but not practiced.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"42 1","pages":"38 - 48"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2019.1700847","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45504982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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