Preparing the Next Generation of Equity-Centered Teacher Educators: Considerations for a Pedagogy of Teacher Educator Education

Autor/in	Jacobs, Jennifer
Titel	Preparing the Next Generation of Equity-Centered Teacher Educators: Considerations for a Pedagogy of Teacher Educator Education
Quelle	In: Action in Teacher Education, 45 (2023) 2, S.159-181 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2023.2184881
Schlagwörter	Equal Education; Teacher Educators; Teacher Education; Doctoral Programs; Doctoral Students; Consciousness Raising; Undergraduate Students; Preservice Teachers; Critical Theory + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Doktorandenprogramm; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Bewusstseinsbildung; Kritische Theorie
Abstract	Within the equity-centered teacher preparation literature, the learning of teacher candidates is often at the center of the conversation. Less prevalent are conversations about the equity-centered teacher educators who will be responsible for equity-centered teacher candidate preparation. The purpose of the study was to understand the development of the next generation of equity-centered teacher educators through doctoral preparation using a teacher knowledge framework coupled with a lens of critical consciousness and praxis. Interviews were utilized to understand the experiences of six doctoral student participants learning about equity-centered teacher education through their participation in various learning contexts within their doctoral program. Findings included the need for equity-centered teacher educators to 1) develop a theoretical basis for working with teacher candidates, 2) engage in consciousness-raising about past experiences and beliefs, and 3) have opportunities for praxis. These findings led to assertions that the next generation of equity-centered teacher educators need opportunities to construct multiple types of knowledge and opportunities to engage in praxis within their preparation. The findings have implications for essential components for preparing the next generation of equity-centered teacher educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01