Doing what We Want to Become

Leland, Christine H.; Harste, Jerome C.

doi:10.1177/0042085904270374

Cited by 45 publications

(15 citation statements)

References 4 publications

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“…Educating preservice teachers to develop a critical consciousness involves a process of learning and unlearning what is epistemologically “normal” and “natural” and how one’s privilege may be conferred in such constructions (Kumashiro, 2000). When TEPs prepare preservice teachers for understanding their students, communities, and content, they may practice inquiry methods that assist them to critically examine their own teaching in relation to their beliefs (Leland & Harste, 2005; Milner, 2006). Watson (2011) recommended that TEPs better incorporate diversity-related issues into the curriculum, such as White racism and dominance and how the social construction of race informs teaching urban students.…”

Section: Discussionmentioning

confidence: 99%

“…Clearly, well-designed TEP curriculum can provide preservice teachers opportunities to transform their conscious and unconscious perceptions of urban students and schools and to understand the deep implications of how systems impact the larger society (Leland & Harste, 2005; Milner, 2006; Taymans, Tindle, Freund, Ortiz, & Harris, 2012). Preservice teachers must shift passive ideas of race, socioeconomics, gender, and so forth, to an assertive sociocultural and antioppressive consciousness (Cross, 2003; Ladson-Billings, 2006) to support student learning (Bransford, Darling-Hammond, & LePage, 2005).…”

Section: Discussionmentioning

confidence: 99%

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Understanding Profiles of Preservice Teachers With Different Levels of Commitment to Teaching in Urban Schools

et al. 2013

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Understanding the beliefs of preservice teachers is an important area to investigate in the teacher education process. This article examines the relationship between preservice teachers' beliefs pertaining to diversity and urban schooling and how these inclinations contribute to a commitment to teaching urban students. Canonical correlation analysis was used to identify profiles of preservice teachers who exhibited varying degrees of interest to teach in urban schools. The statistical analysis provides a range of positive and negative attitudinal inclinations toward urban teaching. It is important to examine preservice teacher beliefs to benefit students in urban schools especially in light of prevailing teacher attrition.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Understanding Profiles of Preservice Teachers With Different Levels of Commitment to Teaching in Urban Schools

et al. 2013

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“…Claiming (mostly) positive change. With varying degrees of specificity and evidentiary support, the majority of articles that address belief and attitude change make claims suggesting that placing PSTs in urban and/or high-needs schools leads to positive outcomes-feelings of enhanced efficacious and preparedness (e.g., Conaway, Browning, & Purdum-Cassidy, 2007;Cook & Van Cleaf, 2000;Fry & McKinney, 1997;Rushton, 2000Rushton, , 2001Rushton, , 2003, increased motivation and commitment to work in urban schools (e.g., Fry & McKinney, 1997;Gomez, Strage, Knutson-Miller, & Garcia-Nevarez, 2009;Groulx, 2001;Leland & Harste, 2005;Mason, 1997;Pagano, Weiner, Obi, & Swearingen, 1995;Proctor, Rentz, & Jackson, 2001;Weisman & Hansen, 2008), and/or greater cultural competence (e.g., Downey & Cobbs, 2007;Stachowski & Frey, 2003;Stachowski & Mahan, 1998;Valli, 1995;Walker-Dalhouse & Dalhouse, 2006).…”

Section: An Emphasis On "Necessary" Belief and Attitude Changementioning

confidence: 99%

“…This is especially problematic given some researchers' espoused commitments-sometimes explicitly communicated to PSTs-to prepare candidates who they hope and/or expect will opt to work with diverse students in urban and/or high-needs schools (e.g., Walker-Dalhouse & Dalhouse, 2006;Zozakiewicz, 2010). Leland and Harste (2005), for example, admit that their "focus on urban schools was not easy to sell" to their PSTs, "most of whom are white . .…”

Section: An Emphasis On "Necessary" Belief and Attitude Changementioning

confidence: 99%

Student Teaching’s Contribution to Preservice Teacher Development

Anderson

Stillman

2013

Review of Educational Research

212

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Despite increasing emphasis on preparing more and better teachers and despite the near universal presence of student teaching across teacher education programs (TEPs), numerous questions about what and how student teaching experiences contribute to preservice teachers' development remain unanswered. Indeed, much of the attention focused on student teaching in reform and policy discourses emphasizes student teaching's structural and logistical dimensions-for example, its location, duration, and division of labor-but not its contributions to learning among preservice teachers, nor K-12 students. This article reviews empirical articles published over the past two decades to determine what and how student teaching experiences contribute to preservice teachers' development as future teachers of students in urban and/or high-needs schools specifically. While keeping this central focus, the article also considers the implications of student teaching for the schools that play host to it and for the students who attend those schools. Anchored by sociocultural perspectives on learning and learning to teach, the review highlights a disproportionate emphasis on belief and attitude change, a relatively slim evidence base concerning the development of actual teaching practice, a tendency toward reductive views of culture and context, and a need for more longitudinal analyses that address the situated and mediated nature of preservice teachers' learning in the field. Based on these findings, authors offer direction for future research that will extend and deepen the knowledge base.

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“…Delpit (1995) and contended that PSTs should have experiences with culturally different students and community stakeholders to prepare them to instruct in diverse classrooms. Leland and Harste (2005) discovered that field experiences with culturally different students can shift PST beliefs about these students. found that direct interaction with culturally different people enhanced PST understanding of minority experiences, helped PSTs develop positive attitudes towards minorities, and diminished PST fear of such students and their community members.…”

Section: Teacher Beliefs Dictate Actions?mentioning

confidence: 99%

Preservice Teachers’ Creation of and Beliefs About Culturally Responsive and Critical Mathematics Tasks, and Their Beliefs About the Students for Whom Their Tasks Were Intended

Trask¹

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be equipped with the skills and tools to identify and address the mathematics learning needs of all students, including those who are ethnic minority students. Currently, there is a "demographic divide" (Ahmad & Boser, 2014, p. 2) between the teacher and student populations. That is, the percentage of ethnic minority students is increasing (U.S. Department of Education, 2016) while the percentage of ethnic minority teachers is decreasing (Ahmad & Boser, 2014; Ingersoll & May, 2011). The predominantly European American preservice teacher (PST) population will further compound this divide (Ingersoll & May, 2011; Sleeter, 2017; U.S. Department of Education, 2016). Given the ethnic gap between students and their teachers, it is likely that many prospective teachers will instruct students with cultural backgrounds different than their own. Thus, it is of central importance to prepare all PSTs (European American and non-European American, as well as the interested and the disinterested in teaching ethnic minority students) to teach ethnically diverse student populations. To respond to the cultural needs of diverse students, mathematics PSTs must be capable of incorporating into students' tasks their "cultural assets" 1 , or "factors related to positive outcomes for a particular ethnic group" (Thomas, Davidson, & McAdoo, p. 282). However, with few exceptions (e.g., Aguirre et al., 2012; Ramsay-Jordan, 2017; Turner et al., 2012), there is scant research on prospective mathematics teachers' preparedness to create culturally responsive tasks, or tasks incorporating students' cultural assets, for an increasingly diverse student body.

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Doing what We Want to Become

Cited by 45 publications

References 4 publications

Understanding Profiles of Preservice Teachers With Different Levels of Commitment to Teaching in Urban Schools

Understanding Profiles of Preservice Teachers With Different Levels of Commitment to Teaching in Urban Schools

Student Teaching’s Contribution to Preservice Teacher Development

Preservice Teachers’ Creation of and Beliefs About Culturally Responsive and Critical Mathematics Tasks, and Their Beliefs About the Students for Whom Their Tasks Were Intended

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