ERIC Number: EJ1100718
Record Type: Journal
Publication Date: 2016-Jun
Abstractor: As Provided
Reference Count: 56
Elementary Preservice Teachers as Warm Demanders in an African American School
Hambacher, Elyse; Acosta, Melanie M.; Bondy, Elizabeth; Ross, Dorene D.
Urban Review: Issues and Ideas in Public Education, v48 n2 p175-197 Jun 2016
The literature related to warm demanding describes teachers who balance care and authority to create a learning environment that supports a culture of achievement for African American students. Embedded in this stance is sociopolitical consciousness that explicitly links teachers' care and authority with a larger social justice agenda. Drawing on interviews and online course assignments, we describe two preservice teachers' conceptions and enactments of warm demanding in full-time elementary school internships in an African American elementary school. Findings reveal that although the preservice teachers communicated similar commitments to warm demanding, they enacted the stance differently, suggesting that while warm demanders share similar commitments, their practice may vary. The two cases highlight the promise of teacher education courses and field experiences to be structured in ways that promote the development of teacher aptitudes for strengthening equity and excellence in the education of an historically marginalized population of students.
Descriptors: Elementary School Teachers, Preschool Teachers, African American Students, Social Justice, Online Courses, Assignments, Internship Programs, Teacher Education, Aptitude, Field Experience Programs, Educational Environment, Interviews, Teacher Education Programs, Educational Quality
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Preschool Education; Early Childhood Education
Authoring Institution: N/A