Centering Justice, Community, and Leadership in Undergraduate Teacher Education

Autor/inn/en	Spencer, Tamara; Fitzgerald, Monica
Titel	Centering Justice, Community, and Leadership in Undergraduate Teacher Education
Quelle	In: AILACTE Journal, (2021), S.9-25 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Social Justice; Community Involvement; Leadership; Undergraduate Students; Teacher Education; Preservice Teachers; Equal Education; Liberal Arts; Curriculum Development + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Führung; Führungsposition; Lehrerausbildung; Lehrerbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	This paper offers a case study of how Saint Mary's College of California developed an undergraduate teacher education pathway that focuses on equity and social justice. Responding to the needs of students and families in California, Saint Mary's sought to cultivate an anti-racist pedagogy and cultural humility for future teachers. To do so required faculty to reimagine the traditional Liberal Studies curriculum that has historically been the route for undergraduates pursuing careers in teaching and to develop an entirely new curriculum. As the sphere of K-12 and higher education changes, and the demand for teachers continues to grow in the state, it is critical that teacher education programs are dynamic and responsive. They must be leaders in training for social justice. (As Provided).
Anmerkungen	Association of Independent Liberal Arts Colleges for Teacher Education. 1903 Princeton Avenue, St. Paul, MN 55105. Tel: 651-690-8949; e-mail: erns0039@umn.edu; Web site: http://www.ailacte.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01