Lessons Learned in Navajoland: Student Teachers Reflect on Professional and Cultural Learning in Reservation Schools and Communities

Stachowski, Laura L.; Frey, Christopher

doi:10.1080/01626620.2003.10734441

Cited by 14 publications

(18 citation statements)

References 3 publications

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“…While there is a wealth of literature detailing programmatic innovations that intentionally intertwine university and field settings (e.g., professional development schools, residency programs, community-based placements; see, for example, Castle, Fox, & Souder, 2006;Howe, 2007;McDonald et al, 2011), much of it focuses on structural and programmatic features rather than teacher educators' efforts to support PSTs' learning across settings. Meanwhile, studies of student teaching in urban schools specifically tend to reflect an implicit or explicit assumption that intended learning will result mostly from PSTs' exposure to and/or immersion in those contexts (see, for example, Groulx, 2001;Stachowski & Frey, 2003) or from PSTs' engagement in other independent assignments (e.g., tutoring; attending school-sponsored parent events, and so on; see, for example, Downey & Cobbs, 2007;Jacobbe, Ross, & Hensberry, 2012).…”

Section: Reflective Practice and Practice Teachingmentioning

confidence: 99%

Minding the Mediation

Stillman

Anderson

2015

Urban Education

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This manuscript explores how one teacher educator worked to facilitate preservice teachers' (PSTs) learning across field-and university-based settings. Using socio-cultural learning theory as a lens, the analysis draws on case study data gathered for two PSTs from the same teacher education program (TEP), who experienced proximal, but considerably different student teaching placements in urban schools. Findings articulate the teacher educator's repertoire of moves as she worked to mediate PSTs' development as equity-minded, reflective practitioners. By examining the learner-centered and contextually sensitive aspects of teacher educator mediation, this manuscript challenges notions of "best practices" in teacher education and adds nuance to discussions about "rich" clinical experiences.

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Section: Reflective Practice and Practice Teachingmentioning

confidence: 99%

Minding the Mediation

Stillman

Anderson

2015

Urban Education

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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%

“…Among reviewed articles that claim to report on student teaching's contributions to PSTs' developing practice, many tend to report on the development of PSTs' conceptions of and dispositions toward particular kinds of teaching-usually those encouraged by PSTs' TEPs, teacher educators, or course instructors-rather than on the development of PSTs' actual teaching practices. For example, some accounts suggest that PSTs emerge from placements valuing and/or expressing eagerness to engage in teaching that is "multicultural" (Burant & Kirby, 2002;Ross & Smith, 1992;Walker-Dalhouse & Dalhouse, 2006), "culturally relevant" (Fry & McKinney, 1997;Stachowski & Frey, 2003;Stachowski & Mahan, 1998), "culturally responsive" (Barnes, 2006;Pohan & Adams, 2007), and/or "against-the-grain" (Goodman & Fish, 1997). Others indicate that student teaching can contribute to the development of PSTs' dispositions toward inclusion (Taylor & Sobel, 2003), critical literacy instruction (Barnes, 2006;Leland & Harste, 2005), and student-centered teaching, both generally (Gallego, 2001) and in specific content areas (Downey & Cobbs, 2007;Settlage et al, 2009).…”

Section: Different Perspectives On Psts' Developing Practicementioning

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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“…Banks (1994) and Vavrus (2002) maintain that teacher education programs should facilitate pre-service teachers' understanding of their cultural heritages before expecting them to understand those of their students. Other scholars (Artiles & McClafferty, 1998;Haynes Writer, 2002a;Mahlios & Maxson, 1995;Stachowski & Frey, 2003) articulate the value of surveys, inventories, and other methods of assessment of pre-service teachers' conceptualizations, beliefs, and attitudes in teacher education programs and teacher development. Jeanette does this by having the pre-service teachers conduct an analysis of their socialization employing Harro's (2000) "Cycle of Socialization."…”

Section: Constructing the Course Syllabus And Assignmentsmentioning

confidence: 99%

Realizing students’ every day realities: Community analysis as a model for social justice

Writer¹,

Baptiste²

2009

Journal of Praxis in Multicultural Education

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You can't guide your students to overcome challenges of social injustice if you cannot relate material to the lives of your students outside of the classroom. And in my opinion, the most important reason for a teacher to understand the challenges facing their students outside the classroom is so that the teacher can become motivated to promote social justice in their own daily life as well as within their classroom and to not be naïve to the problems that truly exist in our society.-Darren, pre-service teacher This article examines the implications and effect of the Community Analysis (CA) Project assignment that we utilize in the Multicultural Education (MCE) course 1 at New Mexico State University, located in Las Cruces, New Mexico. The CA enables pre-service teachers to critically examine, through a social justice lens, the manifestations and intersectionalities of race, class, gender, sexual orientation, language, ability, and religion in PreK-12 students' communities, which may be rejected and ignored, or embraced, serving to connect students' lives to learning contexts and opportunities in their schools. The CA compels pre-service teachers to analyze systemic inequities and inequalities in communities which impact the everyday lives of students. They discover organic knowledge possessed by students and families to bridge students' knowledge and the knowledge promoted within the school curriculum. Pre-service teachers also contemplate how their privileged or disadvantaged identity statuses intersect with their future students' privileged or disadvantaged statuses, or impact how they read communities.

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Lessons Learned in Navajoland: Student Teachers Reflect on Professional and Cultural Learning in Reservation Schools and Communities

Cited by 14 publications

References 3 publications

Minding the Mediation

Minding the Mediation

Student Teaching’s Contribution to Preservice Teacher Development

Realizing students’ every day realities: Community analysis as a model for social justice

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