Preparing Multicultural Educators in an Age of Teacher Evaluation Systems: Necessary Stories from Field Supervision

Autor/in	Cooper, Patricia M.
Titel	Preparing Multicultural Educators in an Age of Teacher Evaluation Systems: Necessary Stories from Field Supervision
Quelle	In: Teacher Education Quarterly, 40 (2013) 2, S.7-27 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Teacher Education; Cultural Pluralism; Power Structure; Lesson Plans; Student Teachers; Scaffolding (Teaching Technique); Classification; Pedagogical Content Knowledge; Teacher Evaluation; Teacher Supervision; Equal Education; Multicultural Education; Undergraduate Students; Elementary School Teachers; Preschool Teachers; Validity; Personal Narratives; New York + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Kulturpluralismus; Lesson planning; Unterrichtsplanung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Classification system; Klassifikation; Klassifikationssystem; Pädagogische Kompetenz; Teacher appraisal; Lehrerbeurteilung; Multikulturelle Erziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Gültigkeit; Erlebniserzählung
Abstract	This article reports on three stories of what the author calls "eco-narrative" constructions from the data. These stories are rendered in detail to underscore the obstacles student teachers face regularly in becoming multicultural educators, as well as the various and subtle ways supervisors can help them advance their skills by giving them the opportunity to revisit, rethink, and re-see their day to day failed attempts in the field. The three stories highlight three of the five Banks and Banks' (2010) criteria for preparing multicultural educators at work. These are: grappling with disempowering institutional power structures (see "There Are Cockroaches in the Classroom"), reflecting on personal prejudice and bias (see "Her Mother Doesn't Care"), and evaluating ineffective lesson plans and delivery (see "The Subway Outside the Window Goes There"). Analysis suggests the virtue of engaging student teachers in narrative, story, or eco-narrative construction for the purposes of preparing multicultural educators in that it allows the field supervisor to problematize student teachers' limitations, not as something blameworthy or lamentable, but as something to be expected and, potentially, remediated through scaffolded assistance with everyday challenges. Counter-evidence for the two remaining criteria in Banks and Banks' (2010) typology, content integration and knowledge construction, is also presented. (Contains 1 note.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10