Literaturnachweis - Detailanzeige
| Autor/in | Irizarry, Jason G. |
|---|---|
| Titel | "Home-Growing" Teachers of Color: Lessons Learned from a Town-Gown Partnership |
| Quelle | In: Teacher Education Quarterly, 34 (2007) 4, S.87-102 (16 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0737-5328 |
| Schlagwörter | Preservice Teacher Education; Preservice Teachers; Teacher Education Programs; Higher Education; Schools of Education; Teaching (Occupation); Goal Orientation; Teacher Recruitment; Minority Group Teachers; Proximity; Partnerships in Education; School Community Relationship |
| Abstract | Many institutions that prepare teachers profess a commitment to issues of diversity and educational equity in their mission and vision statements. However, despite the fact that the enrollment of students of color in institutions of higher education has increased by 48% over the last ten years, the racial/ethnic composition of teacher preparation programs has changed relatively little. Although teacher preparation programs have had a larger pool of students of color from which to recruit, they have not been successful in attracting more students of color into the profession through traditional preservice pathways. If diversifying the teaching force is a goal from which people of color as well as Whites benefit, then the active recruitment of people of color into the profession should be part of the work of teacher preparation programs and district-based teacher recruitment efforts. As such, colleges and schools of education need to develop new approaches aimed at improving the recruitment, retention, and preparation of teachers of color. This article explores the challenges associated with diversifying the teaching force through preservice teacher education programs and forwards "homegrowing"--that is, recruiting individuals to work as educators in the communities in which they were raised and educated--as one strategy to do so. It highlights Project TEACH, a town-gown partnership between an institution of higher education and a local community, examining features of the program that were identified by participants as influential to their successful transition into the teaching profession. (ERIC). |
| Anmerkungen | Caddo Gap Press. 3145 Geary Blvd 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 | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
