Critical Conversations in Practice-Based Teacher Education: Fostering Equitable Teaching in a Yearlong Practicum

Autor/in	Daly, Anne
Titel	Critical Conversations in Practice-Based Teacher Education: Fostering Equitable Teaching in a Yearlong Practicum
Quelle	In: Action in Teacher Education, 44 (2022) 1, S.21-36 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Daly, Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2021.1959465
Schlagwörter	Practicums; Teacher Education Programs; Mentors; Equal Education; Teaching Methods; Discourse Analysis; Preservice Teachers; Curriculum Design; Inclusion; Cultural Differences; Minority Group Students; English Language Learners; Race; Grade 5; Elementary School Students; Educational Practices; Culturally Relevant Education; Coaching (Performance); Video Technology; Teacher Educators; Interpersonal Relationship; Teacher Student Relationship; Teacher Collaboration + Suchen Sie Ihr Suchwort? Practicum; Praktikum; Praktika; Teaching method; Lehrmethode; Unterrichtsmethode; Diskursanalyse; Lehrplangestaltung; Inklusion; Kultureller Unterschied; Rasse; Abstammung; School year 05; 5. Schuljahr; Schuljahr 05; Bildungspraxis; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerkooperation
Abstract	This study explores the use of critical conversations in a field-based practicum setting to develop dispositions toward, and understandings of, equitable teaching practices. To date, few studies have examined how mentors and mentees use shared reflection to examine issues of equity alongside learning how to teach. Using self-study methods and discourse analysis, I describe how two mentors and one preservice teacher engaged in five critical conversations across one school year. Critical conversations centered around how to design curriculum and use inclusive teaching practices to serve culturally, linguistically, and racially minoritized students in one fifth grade classroom. Findings indicate the participants used ten discursive strategies to initiate and sustain critical conversations, and issues of race surfaced new tensions that challenged the group's collaboration. Given the turn toward practice-based teacher education, this study offers insights into the ways mentors and mentees can use critical conversations to mediate field experiences and suggests the need for repurposing existing resources to prepare culturally relevant, antiracist, and equity-focused educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01