Leveraging Prospective Teachers' Reflections to Challenge Spaces of Marginality

Autor/inn/en	Gonzalez, Monica; Moldavan, Alesia
Titel	Leveraging Prospective Teachers' Reflections to Challenge Spaces of Marginality
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 47 (2021) 4, S.621-623 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gonzalez, Monica) ORCID (Moldavan, Alesia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2021.1941813
Schlagwörter	Preservice Teachers; Teacher Education Programs; Racial Bias; Critical Thinking; Race; Vignettes; Mathematics Instruction; Assignments; Disadvantaged; Females; Minority Groups; Student Attitudes; Teacher Educators; Teaching Methods; Advocacy; Consciousness Raising; Inclusion; Equal Education; Student Reaction; Educational History + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Kritisches Denken; Rasse; Abstammung; Mathematics lessons; Mathematikunterricht; Assignment; Auftrag; Zuweisung; Weibliches Geschlecht; Ethnische Minderheit; Schülerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialanwaltschaft; Bewusstseinsbildung; Inklusion; Schülerkritik; History of education; Bildungsgeschichte
Abstract	Prospective teachers must have opportunities in teacher education to critically reflect on race and racism in mathematics education. Engaging preservice teachers in such conversations during methods courses can be challenging. This study uses a scenario specifically designed to encourage preservice teachers to talk about race, including their understanding of race and racism in an authentic mathematics classroom situation and how a teacher might respond to the situation. Findings show that most prospective teachers responded with complacency by completing the assignment without making connections to the historical marginalisation of women of color, while others responded with contempt towards engaging in the activity. Teacher educators need to be prepared for these reactions when they do the work of developing their prospective teachers' critical consciousness. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01