دورية أكاديمية
Learning in Context and Practicing in Place: Engaging Preservice Teachers in Urban-Focused Context Specific Teacher Education
العنوان: | Learning in Context and Practicing in Place: Engaging Preservice Teachers in Urban-Focused Context Specific Teacher Education |
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اللغة: | English |
المؤلفون: | Kavita Kapadia Matsko (ORCID |
المصدر: | Urban Education. 2024 59(4):1191-1223. |
الإتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Peer Reviewed: | Y |
Page Count: | 33 |
تاريخ النشر: | 2024 |
نوع الوثيقة: | Journal Articles Reports - Research |
Education Level: | Higher Education Postsecondary Education |
Descriptors: | Preservice Teachers, Teacher Education Programs, Urban Schools, Equal Education, Theory Practice Relationship, Program Evaluation, Context Effect, School Districts, Community Characteristics, Self Concept, Student Characteristics, Student Attitudes, Cultural Awareness, Race, Teacher Student Relationship |
DOI: | 10.1177/00420859211065188 |
تدمد: | 0042-0859 1552-8340 |
مستخلص: | Teacher education programs are increasingly taking up commitments to prepare new teachers for equitable teaching. Despite best intentions, programs feel challenged to help candidates translate these commitments into classroom practice. Using a context-specific teacher education framework, we conducted a mixed-methods study of seven urban-focused programs to understand how they targeted preparation for urban contexts. We found that while programs offer multiple opportunities to learn about content embedded in context, fewer opportunities exist for candidates to practice in context, and that faculty play a critical bridging role in designing practice opportunities that are informed by program vision. |
Abstractor: | As Provided |
Entry Date: | 2024 |
رقم الأكسشن: | EJ1416454 |
قاعدة البيانات: | ERIC |
تدمد: | 0042-0859 1552-8340 |
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DOI: | 10.1177/00420859211065188 |