تقرير
How Teachers Learn Racial Competency: The Role of Peers and Contexts. EdWorkingPaper No. 24-968
| العنوان: | How Teachers Learn Racial Competency: The Role of Peers and Contexts. EdWorkingPaper No. 24-968 |
|---|---|
| اللغة: | English |
| المؤلفون: | Constance A. Lindsay, Simone Wilson, Jacqueline Kumar, Tia Byers, Seth Gershenson, Annenberg Institute for School Reform at Brown University |
| المصدر: | Annenberg Institute for School Reform at Brown University. 2024. |
| الإتاحة: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org |
| Peer Reviewed: | N |
| Page Count: | 42 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education |
| Descriptors: | Race, Teacher Competencies, Knowledge Level, Racial Factors, Peer Influence, Peer Relationship, Teaching Experience, Inservice Teacher Education, Teacher Education, Faculty Development, Elementary School Teachers, Learning Processes |
| مصطلحات جغرافية: | North Carolina |
| مستخلص: | This paper investigates how teachers learn about race in the school context, with a particular focus on teachers' development of racial competency. Using in-depth, semi-structured interviews we find that teachers learn through three sources: from their peers, from years of experience, and from teacher preparation and in-service experiences. Furthermore, we find that learning occurs both informally and formally and that these sources of learning are moderated by three contextual factors: career status, school culture, and out-of-school factors We find that teachers rely most on informal avenues and encounters to develop racial competency. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | ED652577 |
| قاعدة البيانات: | ERIC |
| الوصف غير متاح. |