Pub Date : 2021-06-28DOI: 10.1080/01626620.2021.1935362
S. Capello
ABSTRACT For decades, university supervisors of preservice teachers (PSTs) have been undervalued and ignored. Following neoliberal reforms, post-secondary institutions have outsourced PST supervision to contingent faculty, failed to provide professional development for supervisors, offered poor employment conditions, and overlooked PST supervision in tenure and promotion decisions. These actions, combined with the service orientation of teacher education, have framed PST supervision as service work. This case study sought to understand how supervisors and administrators in one teacher education department positioned supervisors’ work as service and the influence of the institution and department on that positioning. Using a survey, interviews, and document analysis, this study found that supervisors positioned their work as professional, financial, and emotional service. In turn, the institution and teacher education department positioned supervisors’ work as service by providing minimal compensation and no institutional rewards and expecting supervisors to enact roles that were not officially required of them. The study’s implications are that teacher educators and higher education administrators should strive to recruit and retain a professional corps of supervisors, provide ongoing professional development to supervisors to assist in the professionalization of the role, and resist notions of supervision as service.
{"title":"“I Wanted to Give Back to the Profession:” Preservice Teacher Supervision as Service Work","authors":"S. Capello","doi":"10.1080/01626620.2021.1935362","DOIUrl":"https://doi.org/10.1080/01626620.2021.1935362","url":null,"abstract":"ABSTRACT For decades, university supervisors of preservice teachers (PSTs) have been undervalued and ignored. Following neoliberal reforms, post-secondary institutions have outsourced PST supervision to contingent faculty, failed to provide professional development for supervisors, offered poor employment conditions, and overlooked PST supervision in tenure and promotion decisions. These actions, combined with the service orientation of teacher education, have framed PST supervision as service work. This case study sought to understand how supervisors and administrators in one teacher education department positioned supervisors’ work as service and the influence of the institution and department on that positioning. Using a survey, interviews, and document analysis, this study found that supervisors positioned their work as professional, financial, and emotional service. In turn, the institution and teacher education department positioned supervisors’ work as service by providing minimal compensation and no institutional rewards and expecting supervisors to enact roles that were not officially required of them. The study’s implications are that teacher educators and higher education administrators should strive to recruit and retain a professional corps of supervisors, provide ongoing professional development to supervisors to assist in the professionalization of the role, and resist notions of supervision as service.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2021.1935362","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48236531","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 : 2021-06-03DOI: 10.1080/01626620.2021.1931556
R. Marlatt
ABSTRACT The purpose of this collective case study was to explore the impact of using young adult literature in a content area literacy course to leverage the development of professional identities in preservice agriculture teachers (n= 4). Empirical studies of the literacy-based experiences and professional development of agricultural education majors are often absent in teacher education scholarship despite a growing need for agricultural expertise in schools. Interdisciplinary groupings, disciplinary textual study, and teaching demonstrations comprised participant activities in which participants catalyzed their pedagogies through literature. The study followed the qualitative principles of case study methodology and employed interviews, field notes, and artifactual analysis over the course of eight weeks. Results show participants cultivated professional identities by constructing literacy-based learning communities, practicing agricultural instructional design, establishing themselves as experts across multiple fields, and exhibiting feelings of isolation and skepticism in their ability to transfer literary-infused agricultural education from the preservice setting to practice in schools. Implications, interpretations, and recommendations for research are also discussed.
{"title":"“We’re More than Cows and Plows”: Preservice Agriculture Teachers Use Young Adult Literature to Construct Professional Identities","authors":"R. Marlatt","doi":"10.1080/01626620.2021.1931556","DOIUrl":"https://doi.org/10.1080/01626620.2021.1931556","url":null,"abstract":"ABSTRACT The purpose of this collective case study was to explore the impact of using young adult literature in a content area literacy course to leverage the development of professional identities in preservice agriculture teachers (n= 4). Empirical studies of the literacy-based experiences and professional development of agricultural education majors are often absent in teacher education scholarship despite a growing need for agricultural expertise in schools. Interdisciplinary groupings, disciplinary textual study, and teaching demonstrations comprised participant activities in which participants catalyzed their pedagogies through literature. The study followed the qualitative principles of case study methodology and employed interviews, field notes, and artifactual analysis over the course of eight weeks. Results show participants cultivated professional identities by constructing literacy-based learning communities, practicing agricultural instructional design, establishing themselves as experts across multiple fields, and exhibiting feelings of isolation and skepticism in their ability to transfer literary-infused agricultural education from the preservice setting to practice in schools. Implications, interpretations, and recommendations for research are also discussed.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2021.1931556","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45404281","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 : 2021-05-24DOI: 10.1080/01626620.2021.1926371
Melanie M. Acosta, Shaunté Duggins
ABSTRACT A critical mass of literacy scholars have re-defined what it means to prepare reading teachers toward approaches that foreground culture, critical inquiry, and multilingualism. An upsurge in research on critical approaches to prepare caring and conscious reading teachers has resulted, though fewer studies have examined the ways novice teachers worked through moments of crisis that often accompany anti-racist learning experiences. This study reports findings from a qualitative investigation of seven prospective teachers’ coursework during their participation in an elementary reading methods course framed around culturally relevant literacy teaching for teacher learning. Findings begin to document specific activities PSTs engaged in to productively struggle through crisis and suggest that preservice teachers can and should wrestle with the complexities of effective literacy teaching for African American and Hispanic readers in ways that lay the foundation for culturally relevant teaching. Implications for literacy teacher education and research are included.
{"title":"Growth Through Crisis: Preservice Teachers Learning To Enact Culturally Relevant Literacy Teaching","authors":"Melanie M. Acosta, Shaunté Duggins","doi":"10.1080/01626620.2021.1926371","DOIUrl":"https://doi.org/10.1080/01626620.2021.1926371","url":null,"abstract":"ABSTRACT A critical mass of literacy scholars have re-defined what it means to prepare reading teachers toward approaches that foreground culture, critical inquiry, and multilingualism. An upsurge in research on critical approaches to prepare caring and conscious reading teachers has resulted, though fewer studies have examined the ways novice teachers worked through moments of crisis that often accompany anti-racist learning experiences. This study reports findings from a qualitative investigation of seven prospective teachers’ coursework during their participation in an elementary reading methods course framed around culturally relevant literacy teaching for teacher learning. Findings begin to document specific activities PSTs engaged in to productively struggle through crisis and suggest that preservice teachers can and should wrestle with the complexities of effective literacy teaching for African American and Hispanic readers in ways that lay the foundation for culturally relevant teaching. Implications for literacy teacher education and research are included.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2021.1926371","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46799638","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 : 2021-04-12DOI: 10.1080/01626620.2021.1913258
L. Wexler
ABSTRACT Drawing on data from 16 teacher candidates in an elementary literacy methods course, this qualitative study seeks to understand how literature circles can help candidates critically reflect on social justice and equity as well as encourage reflection on race and privilege. Upon analyzing recorded classroom discussions, written artifacts, and interviews, findings indicate literature circles in a methods class can provide candidates entrance into conversations about social justice, support candidates to better understand themselves and their students, and represent an initial step in disrupting a system. Equity-centered literature circles are an instructional practice that teacher educators can utilize to provide teacher candidates a space to engage in difficult conversations and support teacher candidates in working to disrupt a normalization of Whiteness in schools.
{"title":"Learning about Social Justice through Literature Circles","authors":"L. Wexler","doi":"10.1080/01626620.2021.1913258","DOIUrl":"https://doi.org/10.1080/01626620.2021.1913258","url":null,"abstract":"ABSTRACT Drawing on data from 16 teacher candidates in an elementary literacy methods course, this qualitative study seeks to understand how literature circles can help candidates critically reflect on social justice and equity as well as encourage reflection on race and privilege. Upon analyzing recorded classroom discussions, written artifacts, and interviews, findings indicate literature circles in a methods class can provide candidates entrance into conversations about social justice, support candidates to better understand themselves and their students, and represent an initial step in disrupting a system. Equity-centered literature circles are an instructional practice that teacher educators can utilize to provide teacher candidates a space to engage in difficult conversations and support teacher candidates in working to disrupt a normalization of Whiteness in schools.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2021.1913258","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42418835","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 : 2021-04-03DOI: 10.1080/01626620.2021.1883150
E. Reagan, Joonkil Ahn, Rachel Roegman, Laura Vernikoff
ABSTRACT As teacher residency programs are housed in universities, charter networks, nonprofit organizations, school districts, and museums, they form a model ripe for analysis. In this study, we conduct a content analysis of a random sample of 20 teacher residency program websites, focusing on each program’s stated purpose, structures, and attributes. Drawing on institutional theory, we analyze the claims of legitimacy made by residency programs. Findings suggest that the 20 residency programs sampled for the study exhibit structural similarities to each other, yet they make different types of legitimacy claims. Key features of residency programs include explicit district and school partners, concurrent graduate coursework, and yearlong clinical experience. However, claims to legitimacy tend to be based on a variety of reasonings and potential values, including legitimacy by innovation, legitimacy by association, and legitimacy by data. We identify organizations and institutions that may influence the residency model, and we offer implications for the teacher residency model and the field of teacher preparation.
{"title":"What Makes Teacher Preparation Legitimate? An Analysis of Teacher Residency Websites","authors":"E. Reagan, Joonkil Ahn, Rachel Roegman, Laura Vernikoff","doi":"10.1080/01626620.2021.1883150","DOIUrl":"https://doi.org/10.1080/01626620.2021.1883150","url":null,"abstract":"ABSTRACT As teacher residency programs are housed in universities, charter networks, nonprofit organizations, school districts, and museums, they form a model ripe for analysis. In this study, we conduct a content analysis of a random sample of 20 teacher residency program websites, focusing on each program’s stated purpose, structures, and attributes. Drawing on institutional theory, we analyze the claims of legitimacy made by residency programs. Findings suggest that the 20 residency programs sampled for the study exhibit structural similarities to each other, yet they make different types of legitimacy claims. Key features of residency programs include explicit district and school partners, concurrent graduate coursework, and yearlong clinical experience. However, claims to legitimacy tend to be based on a variety of reasonings and potential values, including legitimacy by innovation, legitimacy by association, and legitimacy by data. We identify organizations and institutions that may influence the residency model, and we offer implications for the teacher residency model and the field of teacher preparation.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2021.1883150","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47551274","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 : 2021-04-03DOI: 10.1080/01626620.2021.1906578
Katrina Liu, E. Lin
As we write this note, the annual celebration of Lunar New Year is coming to a close throughout the world’s Asian and Pacific Islander communities. We extend our congratulations for the incoming Year of the Ox while pausing a moment to consider the trauma of the preceding Year of the Rat. In addition to the somber advance of COVID-19–more than half a million deaths in the United States alone, as of this writing– this year has seen a tremendous increase in racially motivated hate crimes among all minoritized groups and notably against the 21 million Americans who are Asian, Asian American, and Pacific Islanders. The San Francisco-based community organization Stop AAPI Hate received nearly 4,000 such incidents in the U.S. from March 19, 2020 to February 28, 2021 targeting Asians and Asian Americans. The recent brutal killing of six Asian women in Atlanta on March 16, 2021 heightened longstanding anti-AAPI hate crimes, and has galvanized AAPI communities in solidarity against hate and discrimination. As teacher educators, we must recognize that anti-AAPI hate, although recently encouraged by some political leaders to avoid blame for their own failure to address the pandemic, is built into our society through a long history of exclusion, discrimination, and violence, and at times encouraged to thrive within the U.S. educational system (Chang, 1993; Han, 2014; Matsuda, 1991). It is our responsibility as teacher educators to promote high-quality equitable education for ALL teachers and students no matter race, ethnicity, gender, socioeconomic status, sexual orientation, learning ability, religion, national origin or background; it is also our responsibility to recognize, call out, and take action to correct the injustices besetting the communities in which our teachers, and their students, live, teach, and learn (Ball & Ladson-Billings, 2020; Zeichner, 2020). With the backdrop of continued societal challenges and opportunities, we present eight articles in Issue 43(2), that explore important teacher education topics ranging from teacher educators’ self-efficacy in addressing LGBTQ issues, teacher educators’ effort to implement a funds of knowledge approach, teacher residency programs’ claims of legitimacy and approaches to define success, and the impact of teacher education programs on prospective teachers as well as their students. Methodologically, these articles provide examples of mixed-methods and qualitative case studies that have the potential to advance research and practice in teacher education. Our first article, “Grappling with Funds of Knowledge in Rural Appalachia and Beyond: Shifting Contexts of Pre-Service Teachers,” authored by Melissa Sherfinski, Sharon Hayes, Jing Zhang and Mariam Jalalifard, presents a case study of teacher educators’ effort to implement a Funds of Knowledge approach in a rural Appalachian teacher education program. The authors adopt Bakhtin’s theory of polyvocality to examine how White pre-service teachers (PSTs) in
{"title":"Editors’ Notes","authors":"Katrina Liu, E. Lin","doi":"10.1080/01626620.2021.1906578","DOIUrl":"https://doi.org/10.1080/01626620.2021.1906578","url":null,"abstract":"As we write this note, the annual celebration of Lunar New Year is coming to a close throughout the world’s Asian and Pacific Islander communities. We extend our congratulations for the incoming Year of the Ox while pausing a moment to consider the trauma of the preceding Year of the Rat. In addition to the somber advance of COVID-19–more than half a million deaths in the United States alone, as of this writing– this year has seen a tremendous increase in racially motivated hate crimes among all minoritized groups and notably against the 21 million Americans who are Asian, Asian American, and Pacific Islanders. The San Francisco-based community organization Stop AAPI Hate received nearly 4,000 such incidents in the U.S. from March 19, 2020 to February 28, 2021 targeting Asians and Asian Americans. The recent brutal killing of six Asian women in Atlanta on March 16, 2021 heightened longstanding anti-AAPI hate crimes, and has galvanized AAPI communities in solidarity against hate and discrimination. As teacher educators, we must recognize that anti-AAPI hate, although recently encouraged by some political leaders to avoid blame for their own failure to address the pandemic, is built into our society through a long history of exclusion, discrimination, and violence, and at times encouraged to thrive within the U.S. educational system (Chang, 1993; Han, 2014; Matsuda, 1991). It is our responsibility as teacher educators to promote high-quality equitable education for ALL teachers and students no matter race, ethnicity, gender, socioeconomic status, sexual orientation, learning ability, religion, national origin or background; it is also our responsibility to recognize, call out, and take action to correct the injustices besetting the communities in which our teachers, and their students, live, teach, and learn (Ball & Ladson-Billings, 2020; Zeichner, 2020). With the backdrop of continued societal challenges and opportunities, we present eight articles in Issue 43(2), that explore important teacher education topics ranging from teacher educators’ self-efficacy in addressing LGBTQ issues, teacher educators’ effort to implement a funds of knowledge approach, teacher residency programs’ claims of legitimacy and approaches to define success, and the impact of teacher education programs on prospective teachers as well as their students. Methodologically, these articles provide examples of mixed-methods and qualitative case studies that have the potential to advance research and practice in teacher education. Our first article, “Grappling with Funds of Knowledge in Rural Appalachia and Beyond: Shifting Contexts of Pre-Service Teachers,” authored by Melissa Sherfinski, Sharon Hayes, Jing Zhang and Mariam Jalalifard, presents a case study of teacher educators’ effort to implement a Funds of Knowledge approach in a rural Appalachian teacher education program. The authors adopt Bakhtin’s theory of polyvocality to examine how White pre-service teachers (PSTs) in","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2021.1906578","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43191178","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 : 2021-04-03DOI: 10.1080/01626620.2020.1864513
Erik Gundel, Jody S. Piro
ABSTRACT The purpose of this multiple case study was to gain insight into the self-efficacy beliefs of pre-service teachers participating in a teacher education curriculum that used mixed reality simulation experiences. Qualitative data were collected from a purposeful sampling of 49 student participants (n = 49), as well as 5 professional participants (n = 5). Semi structured interviews were conducted in addition to observations of the mixed reality simulation experiences. Data were explored using inductive coding and directed content analysis via codes informed by the literature. Student participants engaged in simulations and feedback sessions that enhanced self-efficacy through enactive learning, vicarious learning, as well as opportunities to give and receive feedback, and by learning to manage one’s emotions. Implications and recommendations are provided.
{"title":"Perceptions of Self-Efficacy in Mixed Reality Simulations","authors":"Erik Gundel, Jody S. Piro","doi":"10.1080/01626620.2020.1864513","DOIUrl":"https://doi.org/10.1080/01626620.2020.1864513","url":null,"abstract":"ABSTRACT The purpose of this multiple case study was to gain insight into the self-efficacy beliefs of pre-service teachers participating in a teacher education curriculum that used mixed reality simulation experiences. Qualitative data were collected from a purposeful sampling of 49 student participants (n = 49), as well as 5 professional participants (n = 5). Semi structured interviews were conducted in addition to observations of the mixed reality simulation experiences. Data were explored using inductive coding and directed content analysis via codes informed by the literature. Student participants engaged in simulations and feedback sessions that enhanced self-efficacy through enactive learning, vicarious learning, as well as opportunities to give and receive feedback, and by learning to manage one’s emotions. Implications and recommendations are provided.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2020.1864513","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45689030","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 : 2021-03-16DOI: 10.1080/01626620.2021.1896395
H. Parkhouse, Julie Gorlewski, Jesse Senechal, Chunping Lu
ABSTRACT Teacher action research has been shown to both promote professional growth in teachers as well as produce gains for students. However, to date, little research has examined how action research might contribute to systemic changes in schools and school districts. This qualitative study of six teachers from various districts, subject areas, and grade levels, illustrates how action research can have simultaneous impacts on teachers, their students, and their schools and districts. The teacher action research projects all focused on culturally relevant education and the pursuit of equity. Impacts included teachers’ deepened understandings of equity and inclusivity; students’ diversity awareness, positive self-identities, and access to wider opportunities; and schools’ adoption of equity-focused strategies. The findings suggest that action research on culturally relevant education serves not only as a powerful form of professional development but also as a means to potentially transform schools.
{"title":"Ripple Effects: How Teacher Action Research on Culturally Relevant Education Can Promote Systemic Change","authors":"H. Parkhouse, Julie Gorlewski, Jesse Senechal, Chunping Lu","doi":"10.1080/01626620.2021.1896395","DOIUrl":"https://doi.org/10.1080/01626620.2021.1896395","url":null,"abstract":"ABSTRACT Teacher action research has been shown to both promote professional growth in teachers as well as produce gains for students. However, to date, little research has examined how action research might contribute to systemic changes in schools and school districts. This qualitative study of six teachers from various districts, subject areas, and grade levels, illustrates how action research can have simultaneous impacts on teachers, their students, and their schools and districts. The teacher action research projects all focused on culturally relevant education and the pursuit of equity. Impacts included teachers’ deepened understandings of equity and inclusivity; students’ diversity awareness, positive self-identities, and access to wider opportunities; and schools’ adoption of equity-focused strategies. The findings suggest that action research on culturally relevant education serves not only as a powerful form of professional development but also as a means to potentially transform schools.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2021.1896395","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41505242","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 : 2021-03-01DOI: 10.1080/01626620.2021.1883149
Ganiva Reyes, Brittany A. Aronson, Kathryn Batchelor, Genesis R. Ross, R. Radina
ABSTRACT In this article, we critically analyze our experiences in preparing pre-service teachers (PSTs) to teach for social justice. We utilized an intersectional lens to identify and validate our different positionalities and pedagogies. It is this interplay of validating our differences and commonalities that enabled us to form a sense of solidarity in our efforts to nurture our students’ critical consciousness. Through our collective engagement with intersectionality and self-study methodology, we co-constructed a common ground of what social justice teaching meant to us and how we navigated the highly personal, messy, and often contradictory experiences of engaging in this work with students. From this process, we uncovered three themes from our self-study: 1) curriculum is a living entity; 2) teaching is personal and vulnerable, and 3) co-teaching and collaboration invigorates us to keep practicing our social justice orientation.
{"title":"Working in Solidarity: An Intersectional Self-Study Methodology as a Means to Inform Social Justice Teacher Education","authors":"Ganiva Reyes, Brittany A. Aronson, Kathryn Batchelor, Genesis R. Ross, R. Radina","doi":"10.1080/01626620.2021.1883149","DOIUrl":"https://doi.org/10.1080/01626620.2021.1883149","url":null,"abstract":"ABSTRACT In this article, we critically analyze our experiences in preparing pre-service teachers (PSTs) to teach for social justice. We utilized an intersectional lens to identify and validate our different positionalities and pedagogies. It is this interplay of validating our differences and commonalities that enabled us to form a sense of solidarity in our efforts to nurture our students’ critical consciousness. Through our collective engagement with intersectionality and self-study methodology, we co-constructed a common ground of what social justice teaching meant to us and how we navigated the highly personal, messy, and often contradictory experiences of engaging in this work with students. From this process, we uncovered three themes from our self-study: 1) curriculum is a living entity; 2) teaching is personal and vulnerable, and 3) co-teaching and collaboration invigorates us to keep practicing our social justice orientation.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2021.1883149","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44507297","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 : 2021-02-26DOI: 10.1080/01626620.2021.1883152
Jacquelynn S. Popp
ABSTRACT Although literature emphasizes the value of recursive reflection on problems of practice to facilitate teacher learning and change, few studies investigate teachers’ iterative, evolving reflections on problems that emerge in their efforts to change their practice over time. This case study provides an in-depth, longitudinal analysis of one teacher’s incremental trajectory of change through examining her reflective discourse in pre- and post-observational planning and debriefing meetings with researchers over two-and-a-half school years. The middle school teacher was intentionally focused on changing her practice to support students’ historical inquiry, shifting from a more traditional, authoritative approach to a disciplinary-inquiry stance. Analysis entailed mapping the teacher’s talk about problems of practice in planning/debriefing meetings and how the evolution of her framing of problems was influenced by reflective courses of action. Analysis revealed the teacher’s courses of action differed depending on the type of problem she addressed and that these courses of action contributed to changes in her knowledge, practice, and dispositions. The paper addresses implications for studying and supporting teacher learning and change.
{"title":"Evolving Problems of Practice: How a Teacher’s Reflective Courses of Action Contributed to Her Learning and Change","authors":"Jacquelynn S. Popp","doi":"10.1080/01626620.2021.1883152","DOIUrl":"https://doi.org/10.1080/01626620.2021.1883152","url":null,"abstract":"ABSTRACT Although literature emphasizes the value of recursive reflection on problems of practice to facilitate teacher learning and change, few studies investigate teachers’ iterative, evolving reflections on problems that emerge in their efforts to change their practice over time. This case study provides an in-depth, longitudinal analysis of one teacher’s incremental trajectory of change through examining her reflective discourse in pre- and post-observational planning and debriefing meetings with researchers over two-and-a-half school years. The middle school teacher was intentionally focused on changing her practice to support students’ historical inquiry, shifting from a more traditional, authoritative approach to a disciplinary-inquiry stance. Analysis entailed mapping the teacher’s talk about problems of practice in planning/debriefing meetings and how the evolution of her framing of problems was influenced by reflective courses of action. Analysis revealed the teacher’s courses of action differed depending on the type of problem she addressed and that these courses of action contributed to changes in her knowledge, practice, and dispositions. The paper addresses implications for studying and supporting teacher learning and change.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2021.1883152","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48600517","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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