Literaturnachweis - Detailanzeige
| Autor/in | Jez, Rebekka J. |
|---|---|
| Titel | From Nouns to Verbs: Exploring Educators' Learnings, Beliefs, Actions, and Growth |
| Quelle | In: Teacher Education Quarterly, 49 (2022) 4, S.95-103 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0737-5328 |
| Schlagwörter | Theory Practice Relationship; Educational Practices; Language Usage; Attitudes toward Disabilities; Educational Improvement; Inclusion; Teacher Attitudes; Teacher Effectiveness; Self Efficacy; Student Empowerment; Teacher Education Programs; Elementary Secondary Education; Equal Education |
| Abstract | Our education system promotes moving from theory to practice; however, this often ends up being performative and thus perpetuates the disenfranchisement of historically marginalized communities. Preservice and in-service teachers share dissatisfaction with the amount of time, training, resources, and support they are given. This response highlights how educators and educator preparation programs can move from nouns (mere words) to verbs (intentional action) as we work to reimagine our current education system. Within this issue, recommendations are made to eliminate deficit language, dismantle ableist practices, increase teachers' self-efficacy, amplify students' voices, and support the development of teachers' pedagogy (As Provided). |
| Anmerkungen | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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