Developing Action-Oriented Knowledge among Preservice Teachers: Exploring Learning to Teach

Y

21

Preservice Teachers; Preservice Teacher Education; Teacher Education Programs; Educational Practices; Social Justice; Masters Programs; Teacher Leadership; Poverty; Racial Bias; Immigration; Controversial Issues (Course Content); Elementary School Curriculum; Program Descriptions; Course Organization; Portfolio Assessment; Neighborhoods; Child Psychology; Inquiry; Student Teaching; Urban Studies; Skill Development; Teaching Skills; Teacher Researchers; Reflection; Teaching Methods; Grounded Theory

0737-5328

In this article, the authors' intent is to focus in on one elementary teacher education program and, specifically, on the ways in which that program has grappled with and continues to grapple with the questions of whether and how teacher education works relative to the claim that this is a program committed to social justice and designed to "prepare ethical, reflective, collaborative, visionary teacher-leaders" for urban schools. The master's program is designed to prepare teacher-leaders for urban education with emphasis on urban issues in education that might be summarized by its focus on two themes: (1) social justice and the question of what a just system of schools should look like and (2) issues of poverty, racism, and immigration that have played a role in shaping schools in large, post-industrial cities.

ERIC

38

2015

EJ1072131