Mapping the Indigenous Postcolonial Possibilities of Teacher Preparation

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2023-09-14 DOI:10.1177/00224871231199361

Anna Lees, Ann Marie Ryan, Marissa Muñoz, Charles Tocci

引用次数: 0

Abstract

In this article, a team of teacher educators collectively think through the many possibilities of how concepts such as decolonization, abolition, and fugitivity intersect with and are taken up by teacher education programs. To do so, we undertook a critical interpretive synthesis of scholarly literature spanning 2000 to 2020 to locate, examine, and organize existing examples of teacher education programs that work to transgress hegemonic colonial models of education. We revisit de Oliveira Andreotti et al.’s social cartography as a framework for comparing the theoretical foundations and social implications of each teacher education program.

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绘制本土后殖民时期教师准备的可能性

在这篇文章中，一个教师教育团队共同思考了许多可能性，如非殖民化、废除和逃亡等概念如何与教师教育项目交叉并被教师教育项目所采用。为此，我们对2000年至2020年的学术文献进行了批判性的解释性综合，以定位、检查和组织现有的教师教育项目的例子，这些例子试图超越霸权殖民的教育模式。我们重新审视de Oliveira Andreotti等人的社会制图作为比较每个教师教育计划的理论基础和社会影响的框架。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).