ERIC Number: EJ822186
Record Type: Journal
Publication Date: 2004
Abstractor: As Provided
Reference Count: 19
Toward Teacher Development for the Urban in Urban Teaching
Duncan-Andrade, Jeffrey M. R.
Teaching Education, v15 n4 p339-350 2004
This article examines the potential of critical teacher inquiry groups to promote urban teacher retention, professional support and development. While much has been written in recent years about teacher inquiry, generally, little attention has been paid to professional development programs that highlight a critical analysis of urban schooling. Drawing on analysis of videos of group meetings, Email conversations with participants and informal interviews, this article concerns itself with a group of seven South Central Los Angeles elementary teachers that use critical inquiry to support each other in tackling multiple forms of inequality and oppression manifest in their classrooms, school and community. Brought together by a commitment to social justice, these teachers engage a set of shared readings in social and educational theory as the foundation for bi-monthly meetings. The article concludes with recommendations for on-going critical professional development models that support teachers as they confront the challenges of urban schools.
Descriptors: Social Justice, Urban Schools, Urban Teaching, Criticism, Professional Development, Urban Education, Communities of Practice, Inquiry, Critical Theory, Educational Research, Protocol Materials, Interviews, Electronic Mail, Educational Strategies
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Authoring Institution: N/A