Developing an Inner Witness to Notice for Equity in the Fleeting Moments of Talk for Content Learning

Autor/inn/en	Patterson Williams, Alexis D.; Athanases, Steven Z.; Higgs, Jennifer; Martinez, Danny C.
Titel	Developing an Inner Witness to Notice for Equity in the Fleeting Moments of Talk for Content Learning
Quelle	In: Equity & Excellence in Education, 53 (2020) 4, S.504-517 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Patterson Williams, Alexis D.) ORCID (Athanases, Steven Z.) ORCID (Higgs, Jennifer) ORCID (Martinez, Danny C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2020.1791282
Schlagwörter	Equal Education; Teacher Education Programs; Educational Quality; Teaching Methods; Beginning Teachers; Social Justice; Attention; Computer Mediated Communication; Educational Technology; Teacher Role; Course Content; Interaction; Interpersonal Communication; Language Arts; Social Problems; Teacher Collaboration + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Teaching method; Lehrmethode; Unterrichtsmethode; Junior teacher; Junglehrer; Soziale Gerechtigkeit; Aufmerksamkeit; Computerkonferenz; Unterrichtsmedien; Lehrerrolle; Kursprogramm; Interaktion; Interpersonale Kommunikation; Sprachkultur; Social problem; Soziales Problem; Lehrerkooperation
Abstract	Many teachers enter teacher education programs expecting to develop tools and ways of thinking necessary to cultivate educational equity in their classrooms. Trends for teacher learning and development show that, while equity gets addressed, there is less evidence of frameworks, tools, and practices that center equity for teacher learning and practice. There also is the added challenge of competing demands on teachers' time and restrictive environments that impede their practice. Our work enters here, with attention to these early years of teaching that are ripe with possibilities for new teacher thinking and practice related to equity. In this conceptual article, we present a framework that draws upon conceptions of noticing for equity. The focus is the micro-moments within fleeting classroom discourse when equity themes and issues arise and warrant redress. In addition, we contribute a multi-lensed framework to surface and map the nuances and complexities of this equity-focused work in real moments of classroom practice. We describe ways we have worked with our teacher partners on this process. Finally, we offer teachers, education leaders, and teacher educators activities to guide equity-informed noticing, reflecting, and action--particularly in the realities of competing priorities of classroom and school life. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01