Literaturnachweis - Detailanzeige
| Autor/inn/en | Guenther, Amy R.; Wexler, Lindsay J. |
|---|---|
| Titel | "I've Never Really Thought about Social Justice in the Classroom": White Mentor Teacher Learning about Social Justice through Sustained Professional Development |
| Quelle | In: Teacher Education Quarterly, 48 (2021) 3, S.53-79 (27 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0737-5328 |
| Schlagwörter | Social Justice; White Teachers; Mentors; Communities of Practice; Equal Education; Racial Bias; Social Bias; Females; Faculty Development; Elementary School Teachers; Attitude Change; Teacher Attitudes; Program Effectiveness; Consciousness Raising |
| Abstract | Preparing teachers to provide an equitable and socially just education has become a focus for many teacher preparation programs across the country. Yet, relatively little research attention has been given to the role of mentor teachers--the people who student teachers identify as most influential in their learning to teach--in this work. This study examined White mentor teachers' shifts in thinking and actions during a particular professional learning opportunity--a Mentor Study Group focused on mentoring for social justice. Findings demonstrate both the importance of this work and a path forward for doing this work in the context of a teacher preparation program. (As Provided). |
| Anmerkungen | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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