What Works in Race-Conscious Teacher Education? Reflections from Educators in the Field

Autor/in	Ullucci, Kerri
Titel	What Works in Race-Conscious Teacher Education? Reflections from Educators in the Field
Quelle	In: Teacher Education Quarterly, 37 (2010) 2, S.137-156 (20 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Feedback (Response); Student Teaching; Student Teachers; Urban Schools; Teacher Education Programs; Teacher Educators; Racial Factors; Consciousness Raising; Whites; Student Diversity; Minority Groups; Interviews; Teacher Attitudes; Program Effectiveness; Cultural Pluralism; Social Theories; Elementary School Teachers; Masters Degrees; Majors (Students); Teacher Qualifications; Teaching Experience; Racial Bias; Personal Narratives + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Bewusstseinsbildung; White; Weißer; Ethnische Minderheit; Interviewing; Interviewtechnik; Lehrerverhalten; Kulturpluralismus; Gesellschaftstheorie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrqualifikation; Racial discrimination; Rassismus; Erlebniserzählung
Abstract	This paper presents a study about how schools of education impact their students' ability to be successful in urban schools. What experiences--if any--in teacher education programs shape the development of race-conscious White teachers? To address her goal, the author conducted a qualitative study of six teachers currently employed in urban schools. All were considered excellent White teachers of children of color. Through a series of interviews, the author explored the ways race, culture, and diversity were addressed in their teacher education programs and whether the experiences were meaningful. Participants interacted with schools and communities in several different ways during their preparation. Most only participated in fieldwork as student teachers or during their prepracticum requirements. What was common among all of the participants was that their student teaching and/or prepracticum observations took place in an urban district. Each had experiences in diverse schools. All reported having a positive experience with the students they taught. As teacher educators continue to hone their practice and pedagogy, the feedback from these urban educators provides insights as to what is critical in preparing new teachers for urban schools. They provide an oft-forgotten set of voices that can be instrumental in helping teacher educators think through their work. (Contains 1 table and 8 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10