From the Ground Up: Cultivating Teacher Educator Knowledge from the Situated Knowledges of Emerging, Asset-Oriented Teacher Educators

Autor/inn/en	Stillman, Jamy; Ahmed, Kathryn Struthers; Beltramo, John Luciano; Catañeda-Flores, Erika; Garza, Veronica G.; Pyo, Michelle
Titel	From the Ground Up: Cultivating Teacher Educator Knowledge from the Situated Knowledges of Emerging, Asset-Oriented Teacher Educators
Quelle	In: Asia-Pacific Journal of Teacher Education, 47 (2019) 3, S.265-285 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2019.1600187
Schlagwörter	Teacher Educators; Theater Arts; Disadvantaged; Power Structure; Critical Theory; Beginning Teachers; Faculty Development; Teacher Attitudes; Teaching Methods; Educational Change; Teacher Education; Equal Education; Justice; College Faculty; Graduate Students; Doctoral Programs; Student Attitudes; Professional Autonomy; Sociocultural Patterns + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Theaterwissenschaft; Kritische Theorie; Junior teacher; Junglehrer; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Gerechtigkeit; Fakultät; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Schülerverhalten; Berufsfreiheit; Soziokulturelle Theorie
Abstract	This article offers findings from a qualitative study of the development of novice, asset-oriented teacher educators in the U.S. who, over three years, engaged monthly in an informal learning space inspired by Freirean Culture Circles and Boalian Theatre of the Oppressed. The article outlines the dynamic knowledges, perspectives, and tools that emerged as central to participants' understandings about facilitating asset-oriented learning among prospective and practicing teachers in school and university settings. The article then argues that learning arrangements designed to support the coconstruction of contextualized, embodied understandings of asset-oriented teacher education hold special promise for equipping teacher educators to transform teacher education from an enterprise that centers whiteness to one that advances equity and justice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01