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ERIC Number: EJ917627
Record Type: Journal
Publication Date: 2010
Pages: 3
Abstractor: ERIC
ISSN: ISSN-0890-6459
Teacher Education for Social Justice: Collaboration, Coherence, and Clarity
Ringo, Saroja
Teacher Education and Practice, v23 n4 p475-477 Fall 2010
In the realm of teacher education, the conversation among teacher educators across the nation invariably leans toward better understandings of the experiences that seem to foster the development of effective teachers. Experience has certainly had a significant influence on the author, a teacher educator committed to teaching for social justice. She has been fortunate to be surrounded by a number of teacher educators who have a shared interest in investigating and questioning their practices at the University of Maryland relative to the goal of preparing teacher candidates to be just educators of all children. So the questions abound for the author and her colleagues at Maryland: What does "social justice" mean in relation to their teacher preparation programs and their vision of supporting the development of effective teachers of all children? What are the various opportunities that they create to support teacher candidates' development to become effective teachers of all children? How are those opportunities realized throughout and among the various experiences they have in the program (coursework and field placements)? And how do they assess what they are doing to determine if the opportunities that they create and the experiences that students have are equally educative? In this article, the author discusses how teacher educators at Maryland have engaged in focused conversations in relation to these questions. Through collaboration among faculty across the various departments in their teacher education programs, teacher educators work toward greater coherence and hope to create experiences for their teacher candidates that are equally educative.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maryland