认识所有学生的资产:深刻干扰的作用

Mary Louise Gomez
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引用次数: 0

摘要

本文探讨了激进的同理心和深刻的打断在改变未来教师的思维和实践中所起的作用。将这些概念联系起来,我展示了三位教师候选人如何利用志愿者工作、阅读小说和非小说、观看“英雄”教师的电影和个人写作等交叉经验,来了解他们所受教育要服务的美国不同人口的青年的资产和可能性。每位准教师的个人故事与从阅读、电影观看和与学生互动中获得的见解相结合,展示了他们对有色人种低收入青年的新看法的发展,与许多教师的观点形成对比。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Recognizing All Students’ Assets: The Role of Profound Interruptions
This text explores roles that radical empathy and profound interruptions play in altering prospective teachers’ thinking and practices. Linking these concepts, I demonstrate how three teacher candidates drew on intersectional experiences in volunteer work, reading fiction and non-fiction, viewing films of “heroic” teachers, and personal writing to understand the assets and possibilities of diversely populated youth in the United States whom they are being educated to serve. Each prospective teacher’s personal stories are coupled with insights gained from reading, film viewing, and interactions with students to showcase their development of fresh outlooks on low-income youth of color, contrasting those of many of their teachers.
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