The Social Justice Core Practices of Philadelphia Educators: A Modified Delphi Study

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2024-03-25 DOI:10.1177/00224871241239040

Andrew J. Schiera, Nicole Mittenfelner Carl, Jasmine Marshall-Butler

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引用次数: 0

Abstract

To live justice-oriented commitments in teaching practice, approaches spanning Social Justice Teacher Education, the Core Practice Movement, and Context-specific Teacher Preparation might dovetail by identifying “social justice core practices” (SJCPs) novices learn to enact. At the intersection of the situated and critical perspectives underlying these three approaches, this study investigates the SJCPs of Philadelphia educators and how they characterize their contextuality. A modified Delphi study drawing on the expertise of 27 local social justice educators revealed group consensus on 13 SJCPs. Further qualitative analysis surfaced four patterns related to contextuality: SJCPs as responses to macrosociopolitical inequities, manifesting critical praxis; the role of school, district, and professional constraints; the need to situate and adapt SJCPs for the subject area and grade level; and the inseparability of identity and positionality from enactment. From this site-specific approach positioning local educators as experts, implications for teacher education’s role in shaping a more justice-oriented profession are discussed.

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费城教育工作者的社会正义核心实践：修改后的德尔菲研究

为了在教学实践中践行以正义为导向的承诺，跨越社会正义教师教育、核心实践运动和特定情境教师准备的方法可以通过确定新手学习实施的 "社会正义核心实践"（SJCPs）来实现对接。在这三种方法的情景和批判性视角的交叉点上，本研究调查了费城教育工作者的社会正义核心实践，以及他们如何描述其情景特征。一项经过修改的德尔菲研究利用了 27 位当地社会公正教育工作者的专业知识，结果显示，他们对 13 项 SJCP 达成了集体共识。进一步的定性分析揭示了与情境性相关的四种模式：社会正义课程是对宏观社会政治不平等的回应，体现了批判性实践；学校、地区和专业限制因素的作用；根据学科领域和年级调整社会正义课程的必要性；以及身份和地位与实施的不可分割性。从这种将当地教育工作者定位为专家的因地制宜的方法出发，讨论了师范教育在塑造更加以正义为导向的职业方面的作用。

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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).