Preparing Teachers to Notice Race in Classrooms: Contextualizing the Competencies of Preservice Teachers with Antiracist Inclinations

Autor/inn/en	Shah, Niral; Coles, Justin A.
Titel	Preparing Teachers to Notice Race in Classrooms: Contextualizing the Competencies of Preservice Teachers with Antiracist Inclinations
Quelle	In: Journal of Teacher Education, 71 (2020) 5, S.584-599 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shah, Niral)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487119900204
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Race; Racial Bias; Attention; Elementary School Teachers; Competence; Mathematics Instruction; Methods Courses; Context Effect; Student Teaching; Social Justice; Educational Environment; Consciousness Raising; Equal Education; Power Structure; Interaction; Teacher Behavior; Washington + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Rasse; Abstammung; Racial discrimination; Rassismus; Aufmerksamkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kompetenz; Mathematics lessons; Mathematikunterricht; Methodisch-didaktische Anleitung; Teaching practice; Unterrichtspraxis; Soziale Gerechtigkeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bewusstseinsbildung; Interaktion; Teacher behaviour; Lehrerverhalten
Abstract	Race-focused teacher education has centered on changing preservice teachers' racial beliefs and attitudes. In this article, we build on this work by exploring how preservice teachers identify and address issues of race and racism in the everyday work of teaching and learning. To conceptualize these processes, we propose the theoretical framework of "racial noticing," which extends the literature on teacher noticing to the consideration of racial phenomena. Using a comparative case study design, this study focuses on three elementary preservice teachers (two identifying as White, one identifying as Black) with antiracist inclinations. Findings show that they demonstrated generally strong competencies with racial noticing during a mathematics methods course, but that contextual factors influenced shifts in racial noticing during student teaching. We argue that race-focused teacher education centered on noticing the impact of race and racism in learning settings can make the practice of antiracist teaching more tractable for preservice teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01