Caricature and Hyperbole in Preservice Teacher Professional Development for Diversity

被引：12

作者：

Pollock, Mica ^{[1
]}

Bocala, Candice ^{[2
]}

Deckman, Sherry L. ^{[3
]}

Dickstein-Staub, Shari ^{[4
]}

机构：

[1] Univ Calif San Diego, Educ Studies, La Jolla, CA 92093 USA

[2] WestEd, Learning Innovat Program, Woburn, MA USA

[3] Ithaca Coll, Educ, Ithaca, NY 14850 USA

[4] Natl Ctr Teacher Residencies, Chicago, IL USA

来源：

URBAN EDUCATION | 2016年 / 51卷 / 06期

关键词：

teacher education; professional development; student diversity; cultural awareness; teacher attitudes; preservice teachers; CULTURAL-DIVERSITY;

D O I：

10.1177/0042085915581714

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Professional development (PD) "for diversity" aims to prepare teachers to support students from varying backgrounds to succeed, often in under-resourced contexts. Although many teachers invite such inquiry as part of learning to teach, others resist "diversity" inquiry as extra to teaching, saying they cannot "do it all." In this article, we discuss how preservice teachers at times caricature the requests of PD for diversity, hearing the task as a call to undertake superhuman tasks and to be people other than who they are. We argue that these caricatures require direct acknowledgment by both preservice teachers and teacher educators working in diverse contexts.

引用

页码：629 / 658

页数：30

共 59 条

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