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ERIC Number: ED420623
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 46
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Support for the Common Good: Beginning Teachers, Social Justice Education, and School-University Partnerships.
Cantor, James S.
This paper summarizes a case study that examined the school-university partnership relationship between UCLA's newly-restructured teacher education program and a nearby school district. The program was designed to develop beginning teachers to become change agents (social justice educators) within urban education. The study probed into the professional lives of four beginning teachers during the first two years of their professional training. The study explored what happens after beginning teachers learn critical, social reconstructivist theory and begin to deal with the cognitive dissonance that often occurs when they have to react to policies and practices, and make sense of their real-life settings. Part 1 of the paper describes four teachers' stories, noting what happened to their beliefs and practices during the induction year. Their stories indicate that it was better for them to begin their careers in school-university partnerships, which offered more support for theory and practice to intersect. All four teachers showed development in becoming knowledgeable about social reconstructivist pedagogical theories. Part 2 presents a theoretical model of an exemplary teacher education program closely connected in a symbiotic relationship with a local district. After offering the vision for an exemplary program and the roles and responsibilities for participants, the paper presents recommendations for extending what was learned to mainstream teacher education programs and suggests how they can benefit from the study and use components from the examples. (Contains 47 references.) (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A