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ERIC Number: EJ759650
Record Type: Journal
Publication Date: 2006
Pages: 6
Abstractor: ERIC
ISSN: ISSN-1068-3844
Toward a Pedagogy of Transformative Teacher Education: World Educational Links
Reed, Judith; Black, Deborah J.
Multicultural Education, v14 n2 p34-39 Win 2006
By describing an innovative model for teacher education, these authors hope to contribute to an interrogation of teacher education, class, and culture within the current political and economic system. Inaugurated at Keene State College in New Hampshire in May 2002, World Educational Links (WEL) prepares future educators for anti-oppressive teaching, critical pedagogy, and social activism. It provides post-baccalaureate initial teacher certification (either elementary or secondary) and a master's degree through a 12-month integrative immersion model. In the WEL program, a knowledge base is gained within the context of a full-year immersion experience in a school, four days a week for the entire public school year. One day a week, the interns attend seminars on campus. Working with experienced mentor teachers, they are fully immersed in the life of the school. WEL is innovative in its delivery model, but more so in its transformative mission and its focus on teacher-as-activist. The goal is transformative learning through a reconstruction of social-political-historical knowledge, demonstrated through language and action on the part of the learner. The immersion model is seen as vital not only to the delivery of traditional teacher education curriculum, but to the potential for transformation that WEL offers its interns. Three areas of inquiry are woven throughout the content of the WEL Program: (1) Deconstructing the current educational system within its historical and political context; (2) Deep inquiry into issues of equity and social justice in a multicultural world; and (3) Constructing a new perspective on their essential task as educators. Initial results seem to validate the efficacy of a teacher education model that integrates theory with practice in an immersion experience, rather than providing theory in the college classroom apart from meaningful fieldwork. Mentors and WEL faculty alike considered the interns to be very well prepared as teachers, and graduates have been successful in finding employment. (Contains 2 notes.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Hampshire