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ERIC Number: EJ876627
Record Type: Journal
Publication Date: 2010-May
Pages: 11
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0742-051X
Is This What We Want Them to Say? Examining the Tensions in What U.S. Preservice Teachers Say about Risk and Academic Achievement
Brown, Keffrelyn D.
Teaching and Teacher Education: An International Journal of Research and Studies, v26 n4 p1077-1087 May 2010
Questions abound in the U.S. based teacher education literature about the kind of knowledge teachers should possess about learning and academic achievement that will enable them to provide all students with an equitable, effective schooling experience. This article examines how a group of preservice teachers--enrolled in a teacher education program that challenges deficit thinking--understand and talk about academic achievement, paying particular attention to the extent to which the candidates account for academic achievement and recognize potential academic risk. Based on the paradoxical stability and tentativeness of teacher candidates' talk about risk, academic achievement and the deployment of the "at-risk" category, I suggest the need to illuminate the complex body of knowledge that informs teacher candidates' understanding, particularly the knowledge deployed in teacher education curriculum.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A