Transforming Teacher Education for Social Justice
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A01=Eva Zygmunt
A01=Patricia Clark
A02=Jon Clausen
A02=Susan Tancock
A02=Wilfridah Mucherah
Author_Eva Zygmunt
Author_Jon Clausen
Author_Patricia Clark
Author_Susan Tancock
Author_Wilfridah Mucherah
Category=JNA
Category=JNF
Category=JNK
communities of practice
community-based immersive learning
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
funds of knowledge
NCATE
partner schools for professional development
PDS
school-community partnerships
service learning
situated learning
teacher education
Urban Teacher Residency programs
Product details
- ISBN 9780807757109
- Weight: 345g
- Dimensions: 154 x 231mm
- Publication Date: 06 Nov 2015
- Publisher: Teachers' College Press
- Publication City/Country: US
- Product Form: Hardback
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Transforming Teacher Education for Social Justice offers teacher educators a new way to think about the development of culturally responsive educators. The authors identify the core components needed to restructure and reorient programs of teacher education to adequately prepare new teachers for the racially, culturally, and linguistically diverse communities they will serve upon graduation.
They propose a new model of teacher preparation that capitalizes on the strengths of programs evidencing important outcomes. Chapters address the notion of situated learning embedded in communities; the need for extensive clinical experience in authentic teaching situations; strategies for interweaving theory, content, pedagogy, and classroom practice; the importance of student engagement and motivation; and the implementation of critical service learning. Key policy implications of this model are also discussed within the current landscape of teacher education reform.
They propose a new model of teacher preparation that capitalizes on the strengths of programs evidencing important outcomes. Chapters address the notion of situated learning embedded in communities; the need for extensive clinical experience in authentic teaching situations; strategies for interweaving theory, content, pedagogy, and classroom practice; the importance of student engagement and motivation; and the implementation of critical service learning. Key policy implications of this model are also discussed within the current landscape of teacher education reform.
Eva Zygmunt is an associate professor and Patricia Clark is a professor in the Department of Elementary Education at Ball State University, Muncie, Indiana.
