Literaturnachweis - Detailanzeige
Autor/inn/en | Boveda, Mildred; Weinberg, Andrea E. |
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Titel | Centering Racialized Educators in Collaborative Teacher Education: The Development of the Intersectionally Conscious Collaboration Protocol |
Quelle | In: Teacher Education and Special Education, 45 (2022) 1, S.8-26 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Boveda, Mildred) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0888-4064 |
DOI | 10.1177/08884064211062874 |
Schlagwörter | Teacher Education; Hispanic Americans; Minority Group Teachers; College Faculty; Women Faculty; Special Education; Team Teaching; White Teachers; Teacher Educators; Teacher Collaboration; School Culture; Teacher Morale; Collegiality; Teacher Competencies; Social Influences; Cultural Influences; Reflection; Preservice Teacher Education; Diversity (Faculty); Inclusion; Minority Group Students; Professional Identity; Elementary Secondary Education Lehrerausbildung; Lehrerbildung; Hispanic; Hispanoamerikaner; Fakultät; Frauenakademie; Weibliche Gelehrte; Special needs education; Sonderpädagogik; Sonderschulwesen; Teamteaching; Teacher education; Education; Lehrerkooperation; Schulkultur; Schulleben; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral; Kollegialität; Lehrkunst; Sozialer Einfluss; Cultural influence; Kultureinfluss; Lehramtsstudiengang; Inklusion |
Abstract | The intersectionally conscious collaboration protocol for teacher educators (ICC-TE) expands on existing models of collaboration by drawing from intersectionality as conceptualized by Black feminist theorists, collaborative teacher education, and frameworks for stakeholders to establish and maintain ethical, student-centered relationships. The ICC-TE promotes approaches that honor sociocultural differences, model collaboration, and support the development of these practices in preservice teacher education. The authors analyzed the responses of four Latina teacher educators at a predominately white teacher preparation program and teaching artifacts created while using the ICC-TE as they co-taught a special education course. As a result of this study, the researchers refined the protocol. All participants indicated the need for more training on intersectionality, for both teacher educators of color and their white colleagues. A connecting thread across all sources of data was how institutional culture and faculty morale shaped collegiality. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |