Generative Principles for Professional Learning for Equity-Oriented Urban English Teachers (original) (raw)
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As a response to increasingly technocratic, top-down teacher professional development that we refer to as antidialogical professional development (APD), this article theorizes a model of critical professional development (CPD) where teachers are engaged as politically-aware individuals who have a stake in teaching and transforming society. Illuminating three US based case studies of CPD that emerged in response to the unmet needs of justice-oriented teachers- The People’s Education Movement, New York Collective of Radical Educators’ Inquiry to Action groups, and the Institute for Teachers of Color Committed to Racial Justice- this article uses Freire’s framework of dialogical action to analyze shared critical practices. In each independent case, teachers were engaged in a cooperative dialectical process, there was a strong emphasis on unity amongst participants around their social justice goals, the structure was organized through shared power between teachers and organizers, and ...
Self-Studies in Urban Teacher Education Preparing U.S. Teachers to Advance Equity and Social Justice
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This book critically explores pedagogical activities, policies, and coursework that teacher education programs can provide to more fully prepare teacher candidates and in-service educators for professional practice in urban schools. It illustrates how teacher educators from across the United States are supporting teacher candidates and in-service teachers to possess the knowledge, skills, and dispositions for equity-oriented instructional practices and advocacy for professional engagement in the urban context. Chapters share insider perspectives of urban teacher education on preparing teachers to teach in culturally, linguistically, and socio-economically diverse classrooms. They discuss teacher educators’ learning about their own practice in the preparation of teachers for city schools, preparing teacher candidates from rural and suburban contexts to teach in urban settings, and supervising practicing teachers in city classrooms. The volume also focuses on the interplay of cultural and linguistic parity between teacher educators and their preservice/in-service teacher students, implementing learning activities or coursework about teaching in urban schools, and enacting critical pedagogical practices. This book will be beneficial to teacher educators focused on teacher preparation for city classrooms and urban school districts, and researchers seeking to adopt self-study methodology in their own research endeavors.
As a response to increasingly technocratic, top-down teacher professional development that we refer to as antidialogical professional development (APD), this article theorizes a model of critical professional development (CPD) where teachers are engaged as politically-aware individuals who have a stake in teaching and transforming society. Illuminating three US based case studies of CPD that emerged in response to the unmet needs of justice-oriented teachers—The People’s Education Movement, New York Collective of Radical Educators’ Inquiry to Action groups, and the Institute for Teachers of Color Committed to Racial Justice—this article uses Freire’s (1970) framework of dialogical action to analyze shared critical practices. In each independent case, teachers were engaged in a cooperative dialectical process, there was a strong emphasis on unity amongst participants around their social justice goals, the structure was organized through shared power between teachers and organizers, and teacher and student needs were centered using a practice of cultural synthesis. Reframing the possibilities of teacher professional development through this model of critical, dialogical practice, this article offers a critique of the banking methods and technical content traditionally used within APD, and provides insights into how teachers can successfully be positioned as experts in their own social justice-oriented professional growth.
Engaged Pedagogy: Meeting the Demands for Justice in Urban Professional Development Schools
Teacher Education Quarterly, 2003
Over the past decade or more, educators and policymakers have sought to define new directions for teacher education in order to ad ■■■■■■■ dress widely perceived failures to prepare teachers Ronald David Glass is an adequately for the challenges to be faced in schools, associate professor in the especially those serving the poor and English learners College of Education at (Clifford & Guthrie, 1988; Goodlad, Soder& Sirotnik, Arizona State University 1990; Holmes Group, 1995; Quartz et al, 2001). As West, Phoenix, Arizona; colleges of education and urban school districts have Pia Lindquist Wong is an established collaborative Professional Development associate professor and Schools (PDSs) to meet the particular needs of under director of the Equity resourced urban schools, they have discovered unex Network in the pected challenges that exacerbate the already difficult Department of Bilingual/ issues that they set out to address. This article investi Multicultural Education gates some...
Equity and Excellence in Education , 2019
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[narrative] in education, 2010
In this paper, we report on a collaborative self-study in which we reflect upon our practice as teacher educators through a critical multicultural and white studies framework. We developed a pedagogical tool for our own professional development as teacher educators, modeled on the type of narrative assignments we ask of our students. We wrote stories about difficult moments in our practice, shared these with colleagues and reflected upon their responses. In this activity, we aimed to practice what we preach, as we model our commitment to being life-long learners; our respect for the power of listening to others and considering multiple perspectives; and our constant desire to critique and transform our practice in ways that are more effective and contribute to the educational success of all students. Our analysis of our experience demands that we reconsider our assumptions about student learning, how we hold our students accountable, and how we are socialized as white women within the academy of higher education.