Elementary Preservice Teachers as Warm Demanders in an African American School

Autor/inn/en	Hambacher, Elyse; Acosta, Melanie M.; Bondy, Elizabeth; Ross, Dorene D.
Titel	Elementary Preservice Teachers as Warm Demanders in an African American School
Quelle	In: Urban Review: Issues and Ideas in Public Education, 48 (2016) 2, S.175-197 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-016-0350-4
Schlagwörter	Elementary School Teachers; Preschool Teachers; African American Students; Social Justice; Online Courses; Assignments; Internship Programs; Teacher Education; Aptitude; Field Experience Programs; Educational Environment; Interviews; Teacher Education Programs; Educational Quality + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Soziale Gerechtigkeit; Online course; Online-Kurs; Assignment; Auftrag; Zuweisung; Berufspraktische Ausbildung; Lehrerausbildung; Lehrerbildung; Eignung; Praxisnahes Lernen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interviewing; Interviewtechnik; Quality of education; Bildungsqualität
Abstract	The literature related to warm demanding describes teachers who balance care and authority to create a learning environment that supports a culture of achievement for African American students. Embedded in this stance is sociopolitical consciousness that explicitly links teachers' care and authority with a larger social justice agenda. Drawing on interviews and online course assignments, we describe two preservice teachers' conceptions and enactments of warm demanding in full-time elementary school internships in an African American elementary school. Findings reveal that although the preservice teachers communicated similar commitments to warm demanding, they enacted the stance differently, suggesting that while warm demanders share similar commitments, their practice may vary. The two cases highlight the promise of teacher education courses and field experiences to be structured in ways that promote the development of teacher aptitudes for strengthening equity and excellence in the education of an historically marginalized population of students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01