Literaturnachweis - Detailanzeige
| Autor/in | Ahmed, Kathryn Struthers |
|---|---|
| Titel | Evolving through Tensions: Preservice Teachers' Conceptions of Social Justice Teaching |
| Quelle | In: Teaching Education, 31 (2020) 3, S.245-259 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Ahmed, Kathryn Struthers) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1047-6210 |
| DOI | 10.1080/10476210.2018.1533545 |
| Schlagwörter | Preservice Teachers; Student Attitudes; Social Justice; Attitude Change; Urban Schools; Teaching Experience; Student Teaching; Teacher Student Relationship |
| Abstract | This study utilized cultural historical activity theory to explore the evolution of nine preservice teachers' (PSTs') conceptions of social justice teaching while enrolled in a social justice-oriented teacher education program. From three interviews conducted over one year, findings show that tensions PSTs encountered while student teaching in high-poverty schools predominantly shaped their thinking. PSTs' conceptions of social justice teaching evolved to include navigating inequitable systems, loving students critically, and viewing social justice teaching as uniquely personal. Implications include the importance of teacher educators leveraging inevitable student-teaching tensions as learning opportunities to further PSTs' commitment to social justice teaching. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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