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ERIC Number: EJ960616
Record Type: Journal
Publication Date: 2011
Pages: 18
Abstractor: ERIC
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0737-5328
Learning to Teach and Teaching to Learn: Supporting the Development of New Social Justice Educators
Picower, Bree
Teacher Education Quarterly, v38 n4 p7-24 Fall 2011
This study explores the role that participating in a critical inquiry project (CIP) played on the development of new educators who aspire to teach from a social justice perspective. The study also examines how relationships between the first- and second-year teacher participants shaped their development as social justice educators, learners, and leaders. Findings contribute to understanding two areas: (1) new teacher induction; and (2) peer and near-peer mentorship. Unlike most new teacher support groups, CIP was specifically geared to support teachers in their pursuit of social justice education (SJE). It provided induction designed to combat the attrition of "idealistic" teachers, a group often not targeted through professional development literature. Additionally, little research in the field examines how peer and near-peer relationships between teachers at varying stages of teaching impact their development as social justice educators and leaders. Participation resulted in members becoming reflective of their journey and remaining committed to teaching and social justice. The members learned to "have each other's backs," began presenting to other educators, and felt a sense of pride in their accomplishments. These results kept them on their social justice teaching journey, which also contributed to deepening their political analysis. (Contains 1 table and 4 notes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey; New York