Literaturnachweis - Detailanzeige
| Autor/inn/en | Kapustka, Katherine M.; Howell, Penny; Clayton, Christine D.; Thomas, Shelley |
|---|---|
| Titel | Social Justice in Teacher Education: A Qualitative Content Analysis of NCATE Conceptual Frameworks |
| Quelle | In: Equity & Excellence in Education, 42 (2009) 4, S.489-505 (17 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1066-5684 |
| Schlagwörter | Social Justice; Teacher Education; Teacher Education Programs; Articulation (Education); Educational Change; Content Analysis; Accreditation (Institutions); Qualitative Research; Guidelines |
| Abstract | A review of theoretical or conceptual writing on teacher education reveals numerous examples of the term "social justice" in discussions of preservice preparation. Despite this widespread use, little research documents if and how teacher education programs utilize the concept in their programs. This study examines how institutions that included "social justice" within their NCATE accreditation documents used the term in their articulation of program practices, goals, and values. Based on an extensive qualitative content analysis of NCATE conceptual frameworks, the authors assert that the social justice reform agenda is only weakly represented in accreditation artifacts and that there is little consensus on the enactment of social justice in teacher education, even among those programs that invoke the terminology. (Contains 1 figure and 4 notes.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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