Literaturnachweis - Detailanzeige
| Autor/in | Burrell Storms, Stephanie |
|---|---|
| Titel | Preparing Teachers for Social Justice Advocacy. Am I Walking My Talk? |
| Quelle | In: Multicultural Education, 20 (2013) 2, S.33-39 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1068-3844 |
| Schlagwörter | Preservice Teacher Education; Preservice Teachers; Social Justice; Advocacy; Reflection; Teaching Methods; Beliefs; Student Diversity; Graduate Study; Readiness; Consciousness Raising; Semi Structured Interviews; Program Effectiveness; Inquiry; Change Strategies; Attitude Change; Grounded Theory |
| Abstract | To prepare teacher candidates to become social justice advocates, teacher educators have to critically reflect on their curriculum and teaching strategies to examine whether they are "acting on their beliefs" about diversity and social justice. In this article the author examines teacher candidates' perceptions of how their experiences in a graduate level action research course, using a critical approach, promoted their readiness for social justice advocacy. (Contains 1 table and 7 notes.) (ERIC). |
| Anmerkungen | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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