ERIC Number: EJ983562
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: 44
Community Insiders as Justice-Oriented Teachers: Creating New Educators through a Collaborative Approach to Teacher Preparation
Madda, Christina L.; Skinner, Elizabeth A.; Schultz, Brian D.
New Educator, v8 n4 p361-379 2012
In this article, we argue that preparing and maintaining a cadre of culturally responsive teachers is critical to improving urban education and achieving educational equity. We discuss a collaborative, social-justice-oriented approach to teacher preparation committed to developing a stable and effective teaching force reflective of the student population within urban schools. Through narrative inquiry, we share stories of community insiders now teaching in urban classrooms. In doing so, we aim to complicate current debates about what it means to prepare highly qualified, effective teachers and to reassert the capacity of colleges of education to advance equity in U.S. schooling.
Descriptors: Urban Schools, Urban Education, Teacher Characteristics, Cultural Awareness, Educational Improvement, Equal Education, Preservice Teacher Education, Teacher Recruitment, Teacher Persistence, Alternative Teacher Certification, Teacher Effectiveness, Goal Orientation, Schools of Education, Diversity (Faculty), Preservice Teachers, Group Membership, Community, Personal Narratives, Social Justice, Local Issues, Knowledge Level, Grade 3, Grade 4, Grade 7, Grade 8
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Grade 3; Grade 4; Grade 7; Grade 8
Authoring Institution: N/A
Identifiers - Location: Illinois; United States