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Practicing Justice, Justifying Practice: Toward Critical Practice Teacher Education

Practicing Justice, Justifying Practice: Toward Critical Practice Teacher Education Arguments for social justice teacher education and arguments for practice-based teacher education are often seen as incongruous. Drawing on sociocultural theory and theories of justice, our study interrogates this underresearched assumption. We conducted video analyses of teacher education coursework and novice teachers’ K–6 classroom instruction, together with novices’ written reflections on videos. Data were collected during a university-based, accelerated teacher credentialing program. Analyses of videos of teacher education coursework revealed that while teacher educators frequently represented, decomposed, and approximated teaching practice, they rarely did so when discussing social justice issues. In a mirror-image finding, analyses of videos of (and reflections on) novices’ subsequent K–6 teaching revealed that novices rarely identified instructional decisions during which they attended to social justice issues. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Practicing Justice, Justifying Practice: Toward Critical Practice Teacher Education

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References (101)

Publisher
SAGE
Copyright
© 2019 AERA
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/0002831219848691
Publisher site
See Article on Publisher Site

Abstract

Arguments for social justice teacher education and arguments for practice-based teacher education are often seen as incongruous. Drawing on sociocultural theory and theories of justice, our study interrogates this underresearched assumption. We conducted video analyses of teacher education coursework and novice teachers’ K–6 classroom instruction, together with novices’ written reflections on videos. Data were collected during a university-based, accelerated teacher credentialing program. Analyses of videos of teacher education coursework revealed that while teacher educators frequently represented, decomposed, and approximated teaching practice, they rarely did so when discussing social justice issues. In a mirror-image finding, analyses of videos of (and reflections on) novices’ subsequent K–6 teaching revealed that novices rarely identified instructional decisions during which they attended to social justice issues.

Journal

American Educational Research JournalSAGE

Published: Feb 1, 2020

Keywords: teacher education,social justice,practice-based teacher education,literacy,core practices

There are no references for this article.