Why, Where, and by Whom? Three Imperatives for Social Justice in Teacher Education

Autor/inn/en	Howell, Penny B.; Thomas, Shelley; Kapustka, Katherine M.
Titel	Why, Where, and by Whom? Three Imperatives for Social Justice in Teacher Education
Quelle	In: Teacher Education and Practice, 23 (2010) 4, S.466-470 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-6459
Schlagwörter	Social Justice; Teacher Educators; Institutional Mission; Educational Principles; Standards; Accreditation (Institutions); Position Papers; Educational Policy; Interviews; Role of Education; Schools of Education; Teacher Education Programs + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Bildungsprinzip; Standard; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Positionspapier; Politics of education; Bildungspolitik; Interviewing; Interviewtechnik; Bildungsauftrag; Erziehungswissenschaftliche Fakultät
Abstract	These authors, all teacher educators, researchers, and scholars, are immersed across issues related to social justice in teacher education. Here, they reflect on and synthesize what they have learned from the literature, their practice, and their research to discuss social justice imperatives for teacher education. For the past 7 years, the authors examined institutional conceptions and understandings of social justice in teacher education through conceptual frameworks. This work, as well as personal commitments to and perspectives on education for social justice, forms the basis of this article. They assert that social justice in teacher education, while shaped by scholars, is uniquely situated in each institution's context and mission and that, to provide clarity and direction for themselves as well as candidates, members of those institutions should consider "why, where, and by whom?" to frame social justice in the preparation of teachers. (Contains 1 note.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10