Preparing Highly Qualified Teacher Candidates for Urban Schools
The Importance of Dispositions
Datos Bibliográficos
| ID | 9729032 |
|---|---|
| Autores | Carolyn Talbert-Johnson (University of Dayton), Carolyn Talbert‐Johnson (University of Dayton, autor de correspondencia) |
| Año | 2006 |
| Volumen | 39 |
| Número | 1 |
| Páginas | 147-160 |
| Fecha de publicación | 2006-11-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Education and Urban Society (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Editorial | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124506293321 |
| OpenAlex | W2025415086 |
| Idioma | EN |
| Citas recibidas | 15 |
| Referencias citadas | 16 |
Teacher education programs are at a critical link for the preparation of teachers who possess an ethical stance regarding the knowledge, skills, and dispositions required to intervene effectively with all students. Therefore, teacher education is taking center stage in the discussion relevant to teacher quality and its effectiveness on the achievement of diverse students in urban settings. Learning climates and expectations must be created where self-reflection and critical cultural consciousness are part of the routine, normative demands of teacher education if systemic change is to occur. The author contends that it is essential that candidates possess more than pedagogical knowledge but also the essential dispositions to affirm and embrace all students. Therefore, agendas should be espoused that promote educational equity for all students, while ensuring that indeed no child is left behind
Consciousness · Critical consciousness · Critical reflection · Critical thinking · Educational Equity · Equity (law · Mathematics education · Normative · Pedagogy · Political science · Quality (philosophy · Sociology · Teacher education · Collaborative Teaching and Inclusion · Educator Training and Historical Pedagogy · Psychology · Teacher Education and Leadership Studies
Connecting Classrooms and Communities Through Chicano Mural Art
Teachers’ Characteristics and Attitudinal Beliefs About Linguistic and Cultural Diversity
Teachers are works in progress”
School-Based Practices and Preservice Teacher Beliefs About Urban Teaching and Learning
What Does “Highly Qualified” Mean for Urban Special Educators
A Mixed-Methods Study of Teacher Dispositions and Culturally Relevant Teaching
Relocation in Rural and Urban Settings
Teaching or Service
Doing “Diversity” at Dynamic High
Visionaries, Reformers, Saviors, and Opportunists
Prejudice in Schools
Developing Urban School Leaders
Tailoring New Urban Teachers for Character and Activism
What Do Teaching Qualifications Mean in Urban Schools? A Mixed-Methods Study of Teacher Preparation and Qualification
Empathy, Teacher Dispositions, and Preparation for Culturally Responsive Pedagogy
Other people's children
NCLB Implementation Challenges
An Ethic of Caring
Structural Inequities and the Achievement Gap in Urban Schools
A Candid Talk to Teacher Educators about Effectively Preparing Teachers Who Can Teach Everyone's Children
What a Difference a Definition Makes
Is Experience the Best Teacher
Reporting on Teacher Quality
The Color of Teaching
The Quest for Equity
Challenging Current Notions of "Highly Qualified Teachers" through Work in a Teachers' Inquiry Group
How Teacher Education Matters
Educating Culturally Responsive Teachers
| Obras citantes distintas | 15 |
|---|---|
| Citas por año | 0,79 |
| Intervalo de citas | 2007 - 2022 (16) |
| Velocidad de citación | historical |
| Altamente citado | No |
| Tipos de cita | Neutras: 15 |