ERIC Number: EJ1019358
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 44
Developing Socially Just Teachers: The Interaction of Experiences before, during, and after Teacher Preparation in Beginning Urban Teachers
Whipp, Joan L.
Journal of Teacher Education, v64 n5 p454-467 Nov-Dec 2013
This interpretive study investigated how 12 graduates from a justice-oriented teacher preparation program described their teaching goals, practices, and influences on those practices after their 1st year of teaching in an urban school. Relationships among these teachers' orientations toward socially just teaching, self-reported socially just teaching practices, and self-reported preprogram, program, and postprogram influences were explored. Teachers who were individually and structurally oriented exhibited a sociocultural consciousness and described socially just teaching in various combinations of culturally responsive pedagogies, consciousness-raising, and advocacy; whereas individually oriented teachers focused primarily on "color-blind" caring relationships with their students. Factors that seemed to influence a more structural orientation to socially just teaching included (a) cross-cultural experiences before and during teacher preparation, (b) program course content and field experiences that challenged previous thinking, and (c) administrative and collegial support during the 1st year of teaching. Implications for teacher education practice and research are discussed.
Descriptors: Teacher Education, Urban Schools, Social Justice, Goal Orientation, Teaching Methods, Culturally Relevant Education, Teacher Characteristics, Teacher Attitudes, Advocacy, Consciousness Raising, Caring, Cross Cultural Training, Teacher Educators, Beginning Teachers
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Reports - Research; Journal Articles
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Authoring Institution: N/A