Rooted in Belonging: Critical Place-Based Learning in Early Childhood and Elementary Teacher Education. Early Childhood Education Series

Autor/in	Sherfinski, Melissa
Titel	Rooted in Belonging: Critical Place-Based Learning in Early Childhood and Elementary Teacher Education. Early Childhood Education Series
Quelle	(2023), (192 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8077-6823-5
Schlagwörter	Early Childhood Education; Place Based Education; Preschool Teachers; Elementary School Teachers; Child Development; Holistic Approach; Educational Policy; Neoliberalism; Teacher Educators; Educational Change; Teacher Education Programs; Portfolio Assessment; Inquiry; Student Evaluation; Theory Practice Relationship; Equal Education; Whites; Preservice Teachers; Ideology; Political Attitudes; African Americans; Social Justice; Presidents; Elections; COVID-19; Pandemics; Barriers; Action Research; Teacher Leadership; Critical Thinking; Student Attitudes; Critical Theory + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kindesentwicklung; Holistischer Ansatz; Politics of education; Bildungspolitik; Neo-liberalism; Neoliberalismus; Teacher education; Lehrerausbildung; Lehrerbildung; Bildungsreform; Portfoliobeurteilung; Schulnote; Studentische Bewertung; Theorie-Praxis-Beziehung; White; Weißer; Ideologie; Political attitude; Politische Einstellung; Afroamerikaner; Soziale Gerechtigkeit; President; Präsident; Election; Wahl; Projektforschung; Lehrerfunktionsstelle; Kritisches Denken; Schülerverhalten; Kritische Theorie
Abstract	Most practitioners and scholars agree that critical and reflective early childhood and elementary teachers are foundational for children's holistic growth and development. Yet current policies focused on elevating testing and performativity are contributing to student and teacher anxiety and alienation. This book offers a counternarrative to neoliberal standardized preservice teacher development and assessment processes. The author examines how a cohort of teacher educators worked alongside their preservice teachers--both groups predominately White and female--to redesign their teacher education program. Sherfinski reveals how the narrative portfolio, an inquiry-based alternative to accreditation and standards-based assessments, was designed to locally document, resist, and disrupt the status quo. The narrative portfolio speaks back to standardized preservice teacher assessments by providing spaces for teacher candidates to demonstrate their knowledge of theory and practice as enacted in the natural settings of school and community. "Rooted in Belonging" shows why humanizing, democratic, place-based practices should be at the forefront of teacher education. This book: (1) Provides a rare portrait of equity-based teacher education at the confluence of place-based approaches, student diversity, and teacher education; (2) Grapples with tough issues such as how the shared Whiteness of preservice teachers and children and their families play out alongside their differences; (3) Explores how educators negotiate deep ideological differences while still preparing teachers for critical work; (4) Examines how the current political climate around Black Lives Matters, the 2020 presidential election, and the COVID-19 pandemic contribute to the challenges of working in communities; (5) Discusses how race, space, time, and settler colonialism shape the work of preservice teachers and their teacher educators; and (6) Shares action research and teacher leadership assignments, critical thinking and planning exercises, personal reflections, and preservice teachers' narrative portfolio artifacts. [This book was written with Sharon Hayes. Foreword by Christopher P. Brown.] (As Provided).
Anmerkungen	Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01