Slipping into Irrelevance: Pedagogical "Conocimientos" in the Preparation of Teachers to Contest Ideological Tracking

Autor/inn/en	Jaime-Diaz, Jesus; Ramos, D. Carolina; Mendez-Negrete, Josie
Titel	Slipping into Irrelevance: Pedagogical "Conocimientos" in the Preparation of Teachers to Contest Ideological Tracking
Quelle	In: Journal of Latinos and Education, 22 (2023) 2, S.715-728 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2020.1811093
Schlagwörter	Track System (Education); Racism; Disproportionate Representation; Ideology; Teacher Attitudes; Beliefs; Socialization; Teacher Education Programs; Reflection; Consciousness Raising; Low Achievement; Working Class; High School Students; High School Teachers; At Risk Students; Social Class; Social Stratification; Socioeconomic Influences; Teacher Student Relationship; Interaction; Poverty; Mexican Americans + Suchen Sie Ihr Suchwort? Leistungsgruppe; Leistungsdifferenzierung; Rassismus; Ideologie; Lehrerverhalten; Belief; Glaube; Socialisation; Sozialisation; Bewusstseinsbildung; Unterdurchschnittliche Leistung; Arbeiterklasse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Social classes; Soziale Klasse; Soziale Zusammensetzung; Sozioökonomischer Faktor; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Armut; Hispanoamerikaner
Abstract	Prior research on school tracking has indicated that racialized classed ethnic students are channeled and separated into cohorts based on academic ability. Few studies have indicated the ways in which early socialization of teachers is imparted through pedagogical practices. Unfortunately, there is a lack of research when it comes to understanding how ideological tracking is reproduced in the context of the classroom. Findings suggest that teacher ideologies, situated within their early socialization, are manifested in through perspectives of difference. This article makes a case for teacher credential training preparation programs to incorporate self-reflexive methodologies to limit reproduction of unconscious teaching/learning in the instruction of students. (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