From Teacher Education to Practicing Teacher: What Does Culturally Relevant Praxis Look Like?

Autor/in	Aronson, Brittany A.
Titel	From Teacher Education to Practicing Teacher: What Does Culturally Relevant Praxis Look Like?
Quelle	In: Urban Education, 55 (2020) 8-9, S.1115-1141 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085916672288
Schlagwörter	Culturally Relevant Education; Praxis; Critical Theory; Social Justice; Teacher Education Programs; Multicultural Education; Urban Education; Beginning Teachers; Caring; Teacher Expectations of Students; Cultural Awareness; Teacher Competencies; Barriers; Whites; Theory Practice Relationship; English Language Learners; Elementary School Teachers + Suchen Sie Ihr Suchwort? Kritische Theorie; Soziale Gerechtigkeit; Multikulturelle Erziehung; Stadtteilbezogenes Lernen; Junior teacher; Junglehrer; Care; Pflege; Sorge; Betreuung; Cultural identity; Kulturelle Identität; Lehrkunst; White; Weißer; Theorie-Praxis-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Despite reports of already practicing K-12 teachers' attempts to teach for critical social justice in their classrooms, there is little connection between teacher education programs and/or the impact of teacher practice in the classroom. This article presents data collected over 3 years from one teacher enrolled in an urban-multicultural teacher education program who transitioned into her first years of teaching. Findings revealed that the teacher implemented culturally relevant education through (a) a caring community, (b) holding high expectations, (c) cultural competence, and (d) sociopolitical awareness as a teacher. Barriers the teacher faced as well as lessons for teacher educators are shared. (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	2024/1/01