Practices of Compassionate, Critical, Justice-Oriented Teacher Education

被引:21
作者
Conklin, Hilary G. [1 ]
Hughes, Hilary E. [2 ]
机构
[1] Depaul Univ, Teacher Educ, Chicago, IL 60614 USA
[2] Univ Georgia, Dept Educ Theory & Practice, Athens, GA 30602 USA
关键词
preservice teacher education; social justice; urban teacher education; social studies teacher education; secondary teacher education;
D O I
10.1177/0022487115607346
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
In this cross-institutional, qualitative case study, two teacher educators in urban teacher education programs identify and analyze the components of our teacher education practice in relation to a vision of compassionate, critical, justice-oriented teacher education. Using Grossman et al.'s concepts of preparation for professional practice as an analytic tool, we illuminate some of our teacher education practices that (a) facilitated the development of relationships and community within our classes, (b) honored preservice teachers' lived experiences and existing attitudes, (c) introduced preservice teachers to multiple perspectives of viewing the world, and (d) provided a vision of equitable, intellectually challenging teaching and learning. Drawing on our data, we offer a pedagogical framework that identifies key features of compassionate, critical, justice-oriented teacher education to inform research and practice. We highlight the contributions of this framework for justice-oriented teacher education and the inherent complexity of attempts to parse such fundamentally messy relational practice.
引用
收藏
页码:47 / 60
页数:14
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