Educating the New Educator: Teacher Education and the Future of Democracy

Darling‐Hammond, Linda

doi:10.1080/15476880490441379

Cited by 55 publications

(36 citation statements)

References 14 publications

(11 reference statements)

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“…Making connections to student's lives is the first step in the scaffolding process of creating a classroom environment where social justice themes can be taught and can take root. According to Darling-Hammond (2005), to become educators for social justice, teachers need to understand who they are and their views on the sources of inequity and privilege (p. ). Thus, beginning with the Civil War, students undertake a historical study of civil liberties in the United States.…”

Section: Introducing Social Justice In the Methods Classroommentioning

confidence: 99%

Incorporating Social Justice in the Pre-Service Teacher Classroom

Eidson¹

2015

JEHD

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This article outlines the sequence of a semester-long effort to foster social justice awareness and globalmindedness through an examination of human trafficking with special emphasis on the sex slave market in Nepal. Using identified strands from the National Council for Social Studies curriculum as the basis of the semester study, students learned effective methods of teaching geography, history, government, culture, and citizenship using the issue of human trafficking as their focus of inquiry and exploration. Through children's literature and group projects, the students created lesson plans and units of study around the topic of slavery. Transitioning from the concept of US citizenship to global citizenship, the students explored other countries through the strands of culture and geography, including the nation of Nepal. Using documentaries, interviews, and Internet research, students learned the details behind the plight of thousands of exploited women in Nepal. Students generated unique ways of creating awareness of the issue.

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Section: Introducing Social Justice In the Methods Classroommentioning

confidence: 99%

Incorporating Social Justice in the Pre-Service Teacher Classroom

Eidson¹

2015

JEHD

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“…Furthermore, within these university preparation curricula, there traditionally has been little room for the student to construct, create, and actively inquire (Cohen, 1990;Dewey, 1959;Smith & O'Day, 1990). Schools have rarely acknowledged the educational research that supports the fact that people learn best when they can build on their experiences (Darling-Hammond, 2005). Schools also have not often acknowledged that student choice has been found to be a critical ingredient in student engagement.…”

Section: Literature Reviewmentioning

confidence: 99%

Listening to the Student Voice: Understanding the school-related factors that limit student success

Segedin

2012

mje

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(imprimé) 1916-0666 (numérique) Découvrir la revue Citer cet article Segedin, L. (2012). Listening to the Student Voice: Understanding the school-related factors that limit student success. McGill Journal of Education, 47(1), 93-107. doi:10.7202/1011668ar Résumé de l'article La littérature traitant des inégalités sociales à l'école révèle que les programmes scolaires, la répartition des élèves par niveaux et les attentes des enseignants constituent des facteurs scolaires limitant le succès des élèves. Cette étude pose donc comme question : de quelle manière les programmes, la répartition des élèves par niveaux et les attentes des enseignants empêchent-ils les élèves ayant été désignés comme « à risque » dans leur succès en milieu scolaire? Les données quantitatives et qualitatives montrent que les programmes ne rencontrent les besoins de tous les élèves, que la répartition des élèves par niveaux diminue les apprentissages et que des attentes basses de l'enseignant limitent le succès à l'école. Le sentiment de culpabilité de l'élève et la méritocratie sont d'autres facteurs relevés comme limitant le succès des élèves. School-Related Factors that Limit Student Success 93 LISTENING TO THE STUDENT VOICE: UNDERSTANDING THE SCHOOL-RELATED FACTORS THAT LIMIT STUDENT SUCCESS LAUREN SEGEDIN University of TorontoABSTRACT. Literature on social inequalities in schooling reveals that the school curriculum, streaming, and teacher expectations are school-related factors that limit student success. This study asks: How do the school curriculum, streaming and teacher expectations limit students who have been designated "at risk" from finding success in school? Quantitative and qualitative data showed that the curriculum does not meet all students' needs, streaming diminishes learning, and low teacher expectations limit student success. Student self-blame and meritocracy are other factors found to limit student success. ÉCOUTER LA VOIX DE L'ÉLÈVE : COMPRENDRE LES FACTEURS SCOLAIRES LIMITANT

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“…The second message is to question conceptually the popular assumption that extensive and deep knowledge of teaching, including knowledge of subject matter, pedagogy, curriculum, and students, should be the central focus of teacher education (Darling-Hammond, 2005; National Council for the Accreditation of Teacher Education, 2000). The unilateral focus of teacher education on professional knowledge can easily limit the potential of teacher preparation, when teachers' existing beliefs and perceptions filter and distort the professional knowledge they acquire through their program.…”

Section: What We Hearmentioning

confidence: 99%

Bold Ideas for Improving Teacher Education and Teaching: What We See, Hear, and Think

Wang

Spalding

Odell

et al. 2009

Journal of Teacher Education

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Teacher education has been struggling with the central challenge of preparing and retaining sufficient numbers of high-quality teachers who can work effectively with students from diverse cultural and racial backgrounds, especially in urban school contexts. As teacher educators, we work in an institution situated in the frontline of facing this challenge, where we have learned that bold ideas-fresh, creative, different, and empirically sound concepts, strategies, and perspectives-are crucial for understanding this challenge and developing useful solutions toward educational reform. As researchers with varying scholarly interests and from different research traditions, we also know that bold ideas are as crucial to the sustenance and development of scholarship in teacher education and teaching as they have been to the development of human knowledge (Kuhn, 1962).Motivated by these common understandings, we invited experienced scholars working in different teacher education fields and research traditions to share their bold ideas drawn from personal understandings of their fields and research. As the new editorial team for the Journal of Teacher Education, we are pleased to publish these scholars' articles as our inaugural double issue, Bold Ideas for Improving Teacher Education and Teaching.In this editorial, we editors divide the articles into five groups based on the bold ideas the authors propose and the connections among them. Certainly, many other groupings are possible, and we invite you to make other connections. We then discuss the articles based on what we see in reading them, the messages we hear them sending, and what we think about the arguments emerging from each. These groups are: (a) bold ideas for practice-focused transformation, (b) bold ideas for engagement in political struggle, (c) bold ideas for internally initiated changes, (d) bold ideas for learning to teach for diversity, and (e) bold ideas for challenging popular assumptions.We approach our examination of these bold ideas recognizing that the ideas are not all equally bold or necessarily novel. In fact, some of the ideas have historical roots but have been boldly recast for contemporary educational, political, and societal contexts. We use a theoretical framework proposed by Labaree (1997), which considers competing goals for schools in the United States. Labaree suggested that these competing goals are at the root of educational conflict in American education. The goal of democratic equality represents the perspective of citizens, who believe that schools should focus on preparing students to participate in the democratic process and in shaping and reshaping public policies and, by extension, the destination of society. The goal of social efficiency represents the perspective of taxpayers, who believe that schools should focus on training workers to fill economic and social needs. The goal of social mobility represents the perspective of consumers, who believe that schools should prepare students who can compete for status attainment and...

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Educating the New Educator: Teacher Education and the Future of Democracy

Cited by 55 publications

References 14 publications

Incorporating Social Justice in the Pre-Service Teacher Classroom

Incorporating Social Justice in the Pre-Service Teacher Classroom

Listening to the Student Voice: Understanding the school-related factors that limit student success

Bold Ideas for Improving Teacher Education and Teaching: What We See, Hear, and Think

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