scholarly journals Sustainability of an Urban Teacher Education Program

2019 ◽  
Vol 3 (3) ◽  
pp. 21
Author(s):  
Laura Atkinson ◽  
Sarup R. Mathur ◽  
Stanley H. Zucker
Keyword(s):  
Teacher Education ◽  
Student Teaching ◽  
Education Program ◽  
Teacher Candidates ◽  
Liberal Arts ◽  
Teacher Education Program ◽  
The United States ◽  
Urban Teacher Education ◽  
Urban Teacher ◽  
The Impact

Most of the teacher preparation programs in the United States adhere to a traditional curriculum that includes courses in foundations, liberal arts, methods, and student teaching. Too often these programs fail to provide opportunities for culturally responsive teaching where teacher candidates are encouraged to explore the role of culture in developing identity, providing space for learning, and building communities. A one-year Urban Teacher Education Program (UTEP) was created that focused on preparing teachers to work with disadvantaged, underprivileged, and marginalized children in urban schools. Teacher candidates received spaces to question their own thinking and reflect about issues related to (1) identity, (2) culture, (3) learning, and (4) assessment during this program. Four years after program completion, five participants from UTEP were selected for this study. The study used a mixed method approach to measure maintenance in transformation in their thinking. The results showed sustainability of the impact of the program four years later.

scholarly journals Being and Becoming Woke in Teacher Education

2020 ◽  
Vol 14 (1) ◽  
pp. 73-88 ◽  
Author(s):  
Timothy Babulski
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Education Program ◽  
School Environment ◽  
Teacher Candidates ◽  
Intellectual Development ◽  
Teacher Education Program ◽  
The United States ◽  
Theory And Practice ◽  
Being And Becoming

The role education plays in society has been contested in the United States since the inception of public education. Historically this contention has produced a delicate balance between promoting the social justice concerns of educating democratic citizens and the disciplinary concerns of individual intellectual development. Teacher preparation programs in American normal schools, colleges, and universities have traditionally struck a similar balance between theory and practice. In the past several decades, however, the rise of neoliberalism in American politics has shifted the balance away from equity, diversity, and inclusivity. The purpose of this study is to provide an account of the lived experiences of teacher candidates with the phenomena of being and becoming “woke” within a teacher education program that reflects neoliberal values but maintains a stated commitment to social justice. This study includes narrative vignettes that explore the phenomenality of “wokeness” as it manifests in the public-school environment and the teacher education program. It also addresses the effects of neoliberalism on teacher candidates’ willingness and ability to take up social justice for themselves, their students, and society.

Hope and struggle to decolonize the preservice teachers’ mind: An urban teacher education program history

2020 ◽  
Vol 42 (1) ◽  
pp. 27-48
Author(s):  
Lynnette Mawhinney ◽  
Tabitha Dell’Angelo ◽  
Mariah Yessenia Alston ◽  
Megan Gerity ◽  
Melissa Katz ◽  
...  
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Urban Teacher Education ◽  
Urban Teacher

scholarly journals Cultivating Agentic Teacher Identities in the Field of a Teacher Education Program

2016 ◽  
Vol 25 (2) ◽  
Author(s):  
Lee Anne Block ◽  
Paul Betts
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Identity ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Strong Connection ◽  
Socially Constructed ◽  
The University

Teacher candidates’ individual and collaborative inquiry occurs within multiple and layered contexts of learning. The layered contexts support a strong connection between the practicum and the university and the emergent teaching identities. Our understanding of teacher identity is as situated and socially constructed, yet fluid and agentic. This paper explores how agentic teaching identities emerge within the layered contexts of our teacher education program as examined in five narratives of teacher candidates’ experience. These narratives involve tension, inquiry, successes and risks, as teacher candidates negotiate what is means to learn how to teach, to teach and to critically reflect on knowledge needed to teach. We conclude that navigating teacher identity is a teacher candidate capacity that could be explicitly cultivated by teacher education programs.

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