Self-Studies in Urban Teacher Education: Preparing U.S. Teachers to Advance Equity and Social Justice (Self-Study of Teaching and Teacher Education Practices, 25)

✍ Scribed by Adrian D. Martin (editor)

• Publisher: Springer
• Year: 2022
• Tongue: English
• Leaves: 208
• Category: Library

✦ Synopsis

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.

✦ Table of Contents

Foreword
References
Contents
Chapter 1: Self-Studies in Urban Teacher Education: An Introduction
1.1 S-STEP as an Entry Point for Urban Teacher Education
1.2 Self-Studies in U.S. Urban Teacher Education
References
Part I: Preparing Teacher Educators and Teachers for Urban Education Contexts
Chapter 2: Collectively Caring: Co-Creating a Critical Feminist Community of Teacher Educators
2.1 Co/Autoethnographic Self-Study
2.2 Co-Creations of Our Critical Feminist Learning Community
2.2.1 Our Unknowable Context
2.2.2 Fluidity of Power
2.2.3 Emotions, Mind, and Body: Recognizing Ourselves in the Class
2.2.4 Care Births Courage
2.2.5 Discomfort: Hearts Broken and Minds Open
2.2.6 Need to Act, Need to React
2.3 Being a Feminist Educator in P–16 Classrooms
2.3.1 Empower Students Individually and Collectively
2.3.2 Legitimize Students’ Multiple Ways of Knowing
2.3.3 Engage Students’ Whole Selves in the Curriculum
2.4 Conclusion
References
Chapter 3: Tourist Teachers and Layers of Colonization: Lessons from New Mexico
3.1 Tourist Teachers and Layers of Colonization: Lessons from New Mexico
3.2 History and Place in New Mexico
3.2.1 Contested Homelands
3.2.2 A New Mexican Critical Pedagogy of Place
3.3 Methodology
3.4 Findings
3.4.1 The Trap of the Tourist Teacher
3.4.1.1 Implications for Assignments
3.4.2 Time and Trust
3.5 Discussion and Implications
3.6 Conclusion
References
Chapter 4: How Do We Praxis? Becoming Teachers of Diverse Learners in Urban Environments
4.1 Theoretical Framework
4.2 Methodology
4.3 Outcomes
4.3.1 Becoming the Teacher in an Urban Environment: Chelsie’s Narrative
4.3.2 Becoming Teacher Educator in Urban Environments: Christi’s Narrative
4.4 Discussion and Implications
References
Part II: Race, Culture, and Urban Teacher Education
Chapter 5: Teaching Black: Common Eyes All See the Same
5.1 Theoretical Framework
5.2 Methods
5.2.1 Participants
5.2.2 Data Collection and the Research Process
5.2.3 Data Analysis
5.3 Findings
5.3.1 Teaching Black as Disruptive
5.3.2 Teaching Black as Subversive
5.4 Discussion
5.4.1 Community Building as Self-Care
5.4.2 Schools as White Spaces
5.4.3 Teacher Quality and Urban Teacher Preparation
5.5 Recommendations and Conclusion
5.5.1 Leadership and Collaboration
5.5.2 Racial Affinity Groups
5.5.3 Diverse Teacher Educators and Teachers
5.5.4 Black and Brown School Leaders
5.6 Conclusion
5.6.1 To Malcom, Teaching Black Means…
5.6.2 To Michael, Teaching Black Means…
5.6.3 To Monique, Teaching Black Means…
5.6.4 To Lia, Teaching Black Means…
5.6.5 To LaChan, Teaching Black Means…
5.6.6 From Then to Know: Where We Are Today
References
Chapter 6: Who Gets to Ask “Does Race Belong in Every Course?”: Staying in the Anguish as White Teacher Educators
6.1 Background
6.2 Theoretical Framework
6.3 Methods and Data Sources
6.4 “Does Race Belong in Every Course?”: The White Savior Trope
6.5 I Think Race Does Need to Be in every Course
6.6 Discussion and Implications
6.7 Conclusion
References
Part III: The Academic Content Areas and Urban Teacher Education
Chapter 7: A Self-Study in PreK-4 Science Teacher Preparation: Supporting Teacher Candidates’ Professional Development and Critical Consciousness Using Science as the Context
7.1 Theoretical Framework
7.1.1 Experiential Learning
7.1.2 Place-Based Pedagogy
7.1.3 Critical Consciousness
7.2 Methodology
7.2.1 My Positionality with Respect to Science Teaching and Learning
7.2.2 Research Context
7.2.3 Self-Study Methods
7.2.4 Data Sources
7.2.5 Data Analysis
7.3 Findings
7.3.1 Experiential Learning
7.3.2 Place-Based Pedagogy
7.3.3 Critical Consciousness
7.4 Discussion
7.5 Conclusion
References
Chapter 8: A Closer Look at Equitable Outcomes: A Self-Study in Urban Mathematics Teacher Education
8.1 Theoretical Framework
8.2 Methods
8.2.1 Context
8.2.2 Self-Study Methodology
8.2.2.1 Self-Study Team
8.2.3 Data Sources and Analysis
8.3 Findings
8.3.1 Resilience in the Face of PTs’ Mathematics Ideologies
8.3.2 Resilience in the Face of PTs’ Racial Ideologies
8.4 Discussion
8.5 Implications and Conclusions
References
Part IV: Rethinking the Boundaries of Online, Rural, and Urban Teacher Education
Chapter 9: Reimagining My Self-in-Practice: Relational Teacher Education in a Remote Setting
9.1 Conceptual Framework
9.1.1 Relational Teacher Education
9.2 Methodology
9.2.1 My Personal History as a Teacher Educator
9.2.2 Context of the Study
9.2.3 Data Sources
9.2.4 Data Analysis
9.3 The Dimensions of Relational Teacher Education in a Remote Setting
9.3.1 Understanding One’s Personal Practical Knowledge
9.3.2 Improving One’s Practice in Teacher Education
9.3.3 Understanding the Landscape of Teacher Education
9.3.4 Feeling and Conveying Respect and Empathy for Preservice Teachers
9.3.5 Helping Preservice Teachers Face Problems
9.3.6 Receptivity to Growing in Relationship
9.4 Reimagining My Self as a Relational Teacher Educator
9.5 Conclusion
References
Chapter 10: Not to Simply Intervene, but to Enact the Between: Urban Teacher Education as an Intra-Active Process
10.1 Entangled Contexts and Positions
10.2 Perspectives on Urban Teaching
10.2.1 Intra-Active Elements in Urban School Communities
10.2.2 Intra-Active Elements that Produce Urban Teachers
10.2.3 Entangled Understandings of Rural and Urban
10.3 Methods for Learning Intra-Actively
10.3.1 Data Collection
10.3.1.1 Evidence of Collaborative, Critical Spaces for Learning
10.3.1.2 Documentation of Practice for Analysis
10.3.1.3 Verification of Improvement
10.3.2 Data Analysis
10.4 Findings
10.4.1 Recognizing Ourselves as Part of Their Worlds
10.4.2 Enacting a Practice Based on Principles and Values
10.4.3 Invite Teachers to See where the Diffractions Appear
10.5 Discussion
10.5.1 Implications for Teacher Education Practice
10.5.2 Implications for Researching Teacher Education
10.6 Conclusion
References
Chapter 11: Materiality, Affect, and Diverse Educational Settings: A Collaborative Inquiry Between Urban and Rural Teacher Educators
11.1 Theoretical Framework
11.2 Methodology
11.3 Findings
11.3.1 The Borders of Urban and Rural Teacher Education
11.3.2 Materiality’s Affect/Effect in Our Embodied Experiences
11.3.3 The Inter/Intra-Play of Materiality and Discourse in Teacher Education
11.4 Discussion
11.5 Conclusion
References