Critically Conscious or Dangerously Dysconscious?: An Analysis of Teacher Candidates' Concerns in Urban Schools

Autor/inn/en	Cross, Stephanie Behm; Behizadeh, Nadia; Holihan, Jeanine
Titel	Critically Conscious or Dangerously Dysconscious?: An Analysis of Teacher Candidates' Concerns in Urban Schools
Quelle	In: Teacher Educator, 53 (2018) 2, S.124-149 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2017.1416212
Schlagwörter	Preservice Teachers; Urban Schools; Reflective Teaching; Qualitative Research; Data Analysis; Mentors; Assignments; Preservice Teacher Education; Student Teaching; Student Teacher Attitudes; Undergraduate Students; Practicums; Urban Teaching; Politics of Education; Instructional Design; Classroom Techniques; Learner Engagement; Student Motivation + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Qualitative Forschung; Auswertung; Assignment; Auftrag; Zuweisung; Lehramtsstudiengang; Lehrerausbildung; Teaching practice; Unterrichtspraxis; Practicum; Praktikum; Praktika; Urban education; Stadtteilbezogenes Lernen; Educational policy; Bildungspolitik; Lesson concept; Lessonplan; Unterrichtsentwurf; Klassenführung; Schulische Motivation
Abstract	Drawing on a teacher concerns framework, alongside notions of critical consciousness, this article examines the extent to which teacher candidates' (TCs') concerns are related in any way to the critical scholarship they have engaged with throughout their teacher education coursework. Utilizing teacher candidates' written dilemmas of practice during student teaching as the primary data source, the authors utilize consensual qualitative research for data analysis and share results within and across concern categories as related to notions of critical consciousness and dysconsciousness (King, 1991). Results indicate that TCs' posted self concerns lacked a critical inward journey; that TCs were more likely to be critically conscious regarding their own positionality in schools, yet overwhelmingly dysconscious when talking about students and families; and that large percentages of dysconscious task concerns seem related to TCs' lack of critically conscious posts about self. The authors suggest the importance of more focused mentorship and assignments aimed at asking questions designed to promote critically conscious ways of being in classrooms, and similarly suggest the importance of considering notions of critical consciousness in concerns-based studies moving forward. The authors end with a note of caution on the movement toward "core practices" in teacher preparation and instead suggest the importance of programming that focuses on uncovering and eradicating dysconsciousness among TCs working with historically marginalized youth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01