(重新)设计方案的回顾:以公平为中心，以临床为基础的教师培训的愿景

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Multicultural Education Review Pub Date : 2022-05-11 DOI:10.14507/er.v29.3499

Abigail Holland

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引用次数: 3

摘要

作为一名获得教师资格证的新教师，我没有质疑过那些长相和声音都像我的人是否属于高中教室的前排。我是一个白人女性。在1999-2000学年，我的种族和性别分别占美国公立学校教师队伍的84%和75% (National Center for Education Statistics [NCES]， 2021)。那是我职业生涯的早期。在2017-2018年，我离开PK-12接受高等教育后不久，79%的教师是白人，76%是女性(NCES, 2020)。然而，白人学生在公立学校的比例从2000年的61%下降到2015年的49% (NCES, 2020)。虽然学生人口在种族上多样化，但教师队伍的人口结构基本保持不变。我对文化意识的态度也是如此。

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Review of (Re)designing programs: A vision for equity-centered, clinically based teacher preparation

As a novice teacher on an alternative route to licensure, I did not question if individuals who looked and sounded like me belonged in the front of a high school classroom. I am a White female. In the 1999-2000 school year, my race and gender represented 84% and 75% of the teaching force in U.S. public schools (National Center for Education Statistics [NCES], 2021). That was early in my career. In 2017-2018, soon after I left PK-12 for higher education, 79% of teachers were White and 76% were female (NCES, 2020). Yet the representation of White students in public schools fell from 61% in 2000 to 49% in 2015 (NCES, 2020). While the student population diversified racially, the demographics of the teaching force remained largely the same. So did my attitudes toward cultural awareness.

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来源期刊

Multicultural Education Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： Multicultural Education Review (MER) is a peer-reviewed journal for research about diversity and equity in education. Aiming to provide a truly international and multidisciplinary forum for the discussion of educational issues, MER welcomes original contributions that explore various aspects of policy and practice in education around the world. As an official scholarly journal of the Korean Association for Multicultural Education, MER is published in March, June, September, and December.