沉默公平的教师准备:教师教育者如何应对?

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2023-10-23 DOI:10.1177/00224871231203926

Joni S. Kolman, Carol Battle, Laura Vernikoff, Jenna Kamrass Morvay

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引用次数: 0

摘要

本文描述了五位教师教育工作者如何应对旨在破坏他们公平思想的教师准备的沉默。根据访谈数据，我们说明了这些教师教育工作者的沉默经历，他们的反应模式，以及他们的反应的驱动因素。我们的研究结果表明，这些教师教育者的种族、个人经历、职前教师学习的信念，以及同事、教师候选人和大学管理人员提供的支持，塑造了他们对沉默的反应。最后，我们建议在这个沉默作为政策的时刻，支持具有公平意识的教师教育工作者的途径。

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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Silencing Equity-Minded Teacher Preparation: How Do Teacher Educators Respond?

This article describes how five teacher educators respond to silencing aimed at disrupting their equity-minded teacher preparation. Drawing on interview data, we illustrate the silencing these teacher educators experience, their patterns of response, and the drivers for their responses. Our findings suggest that these teacher educators’ race, personal experiences, and beliefs about preservice teacher learning, as well as the supports offered by colleagues, teacher candidates, and university administrators, shape their responses to silencing. We conclude by suggesting pathways of support for equity-minded teacher educators in this moment of silencing-as-policy.

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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).