Practices of Compassionate, Critical, Justice-Oriented Teacher Education

Autor/inn/en	Conklin, Hilary G.; Hughes, Hilary E.
Titel	Practices of Compassionate, Critical, Justice-Oriented Teacher Education
Quelle	In: Journal of Teacher Education, 67 (2016) 1, S.47-60 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487115607346
Schlagwörter	Qualitative Research; Case Studies; Teacher Educators; Teacher Education; Experience; Student Attitudes; Preservice Teachers; Social Justice; Social Studies; Secondary School Students; Critical Theory; Interpersonal Relationship; World Views; Altruism; Illinois; Virginia + Suchen Sie Ihr Suchwort? Qualitative Forschung; Case study; Fallstudie; Case Study; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Erfahrung; Schülerverhalten; Soziale Gerechtigkeit; Gemeinschaftskunde; Sekundarschüler; Kritische Theorie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; World view; Weltanschauung; Altruistic behavior; Altruismus
Abstract	In this cross-institutional, qualitative case study, two teacher educators in urban teacher education programs identify and analyze the components of our teacher education practice in relation to a vision of compassionate, critical, justice-oriented teacher education. Using Grossman et al.'s concepts of preparation for professional practice as an analytic tool, we illuminate some of our teacher education practices that (a) facilitated the development of relationships and community within our classes, (b) honored preservice teachers' lived experiences and existing attitudes, (c) introduced preservice teachers to multiple perspectives of viewing the world, and (d) provided a vision of equitable, intellectually challenging teaching and learning. Drawing on our data, we offer a pedagogical framework that identifies key features of compassionate, critical, justice-oriented teacher education to inform research and practice. We highlight the contributions of this framework for justice-oriented teacher education and the inherent complexity of attempts to parse such fundamentally messy relational practice. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01