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Article: Reimagining social justice-oriented teacher preparation in current sociopolitical contexts

TitleReimagining social justice-oriented teacher preparation in current sociopolitical contexts
Authors
KeywordsCollaborative autoethnography
teacher education
social justice
induction
mentoring
Issue Date2020
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/09518398.asp
Citation
International Journal of Qualitative Studies in Education, 2020, Epub 2020-03-12, p. 1-23 How to Cite?
AbstractIn this collaborative autoethnography, written by multiple stakeholders involved in a teacher residency program, we address the complexities of preparing and supporting social justice-oriented teachers. We identify three tensions faced in the design and (re)development of the teacher preparation program. These tensions include preparing teachers to work in a specific context, collaborating with mentor teachers to support social justice-oriented practice, and offering university-based induction to support novice teachers’ work. We describe the ways in which we attempted to navigate these tensions, and we highlight the difficulties and possibilities of the work. We offer implications for the field and, for us, as teacher educators, to continue to grapple with concepts of social justice.
Persistent Identifierhttp://hdl.handle.net/10722/283742
ISSN
2015 SCImago Journal Rankings: 0.647

 

DC FieldValueLanguage
dc.contributor.authorRoegman, R-
dc.contributor.authorReagan, E-
dc.contributor.authorGoodwin, AL-
dc.contributor.authorLee, CC-
dc.contributor.authorVernikoff, L-
dc.date.accessioned2020-07-03T08:23:27Z-
dc.date.available2020-07-03T08:23:27Z-
dc.date.issued2020-
dc.identifier.citationInternational Journal of Qualitative Studies in Education, 2020, Epub 2020-03-12, p. 1-23-
dc.identifier.issn0951-8398-
dc.identifier.urihttp://hdl.handle.net/10722/283742-
dc.description.abstractIn this collaborative autoethnography, written by multiple stakeholders involved in a teacher residency program, we address the complexities of preparing and supporting social justice-oriented teachers. We identify three tensions faced in the design and (re)development of the teacher preparation program. These tensions include preparing teachers to work in a specific context, collaborating with mentor teachers to support social justice-oriented practice, and offering university-based induction to support novice teachers’ work. We describe the ways in which we attempted to navigate these tensions, and we highlight the difficulties and possibilities of the work. We offer implications for the field and, for us, as teacher educators, to continue to grapple with concepts of social justice.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/09518398.asp-
dc.relation.ispartofInternational Journal of Qualitative Studies in Education-
dc.subjectCollaborative autoethnography-
dc.subjectteacher education-
dc.subjectsocial justice-
dc.subjectinduction-
dc.subjectmentoring-
dc.titleReimagining social justice-oriented teacher preparation in current sociopolitical contexts-
dc.typeArticle-
dc.identifier.emailGoodwin, AL: alg25@hku.hk-
dc.identifier.authorityGoodwin, AL=rp02334-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/09518398.2020.1735557-
dc.identifier.scopuseid_2-s2.0-85081972652-
dc.identifier.hkuros310759-
dc.identifier.volumeEpub 2020-03-12-
dc.identifier.spage1-
dc.identifier.epage23-
dc.publisher.placeUnited Kingdom-

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