Black Educators Fight Back: Facing and Navigating Vulnerability and Stress in Teacher Development

Autor/in	Gist, Conra D.
Titel	Black Educators Fight Back: Facing and Navigating Vulnerability and Stress in Teacher Development
Quelle	In: Urban Review: Issues and Ideas in Public Education, 50 (2018) 2, S.197-217 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-018-0446-0
Schlagwörter	African American Teachers; Stress Variables; Coping; Faculty Development; Phenomenology; Teacher Persistence; Resilience (Psychology); Teaching Experience + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Bewältigung; Phenomenological psychology; Phänomenologie; Psychologie
Abstract	This article examines Black educators' experiences in Grow Your Own programs along a teacher development continuum at the intersection of social and human development constructs and frameworks, such as double binds and Phenomenological Variant Ecological Systems Theory (PVEST). More robust and nuanced interpretations of how Black educators grow and sustain their presence in the field of education are explored utilizing these analytical tools to determine how Black educators make their way along the teacher development continuum. Findings related to Black educators' development as they transition as students to teachers, using double bind constructs at each stage of PVEST, are described, and research and praxis questions are extended for implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01