ERIC Number: EJ724995
Record Type: Journal
Publication Date: 2005
Reference Count: N/A
Merging Social Justice and Accountability: Educating Qualified and Effective Teachers
Poplin, Mary; Rivera, John
Theory Into Practice, v44 n1 p27-37 Win 2005
This article proposes that teacher education programs be developed to promote social justice and accountability. Teacher educators must prepare teachers by (a) inspiring them with experiences of schools and classrooms where the achievement gap is disappearing, (b) preparing them to use curriculum standards and assessments, as well as multiple pedagogical and learning theories and strategies, (c) equipping them to work closely with families and communities, (d) teaching them how schools and classrooms promote and end educational inequities, and (e) inspiring them to do the hard work necessary to close the achievement gap. This requires teacher educators who are committed to the same. The article describes a few instructive events that influenced changes in a particular teacher education program and concludes with ten paradoxes used to build the new program focus on equity, excellence, and integrity.
Descriptors: Teacher Effectiveness, Learning Theories, Teacher Education Programs, Teacher Educators, Justice, Integrity, Accountability, Teacher Qualifications
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A