"Learned Passions": A Longitudinal Examination of Teaching for Social Justice from Teacher Residency to Practice

Autor/inn/en	Chen, Crystal; Reagan, Emilie Mitescu; Vernikoff, Laura; Goodwin, A. Lin
Titel	"Learned Passions": A Longitudinal Examination of Teaching for Social Justice from Teacher Residency to Practice
Quelle	(2016), (34 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Social Justice; Urban Schools; Preservice Teachers; Preservice Teacher Education; Student Attitudes; Longitudinal Studies; Teaching Methods; Teaching Skills; Disabilities; Special Education Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teacher Certification; Beginning Teachers; Teacher Attitudes; High Stakes Tests; Accountability; Advocacy; Student Needs; Self Concept + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Handicap; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Junior teacher; Junglehrer; Lehrerverhalten; Verantwortung; Sozialanwaltschaft; Selbstkonzept
Abstract	The purpose of this study is to understand how a cohort of teaching residents' beliefs and articulations about teaching for social justice change over time from before entering residency to their first year of teaching. In doing so, we conduct an examination of their conceptions of and beliefs about teaching for social justice over multiple points: (1) before entering a 14-month urban teacher residency program; (2) during the residency program; and (3) following their first year of teaching in an urban setting. We focus on a sub-sample of 5 participants from our previous study (Reagan, Chen, & Vernikoff, 2015), and we examine how they, as novice teachers in urban schools (1) conceptualize teaching for social justice and (2) how, if at all, they have changed their conceptions of teaching for social justice from preparation to practice. Specifically, we examine how these residents articulated and reportedly enacted teaching for social justice over this period. (As Provided).
Anmerkungen	AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01