‘I wonder if it mattered that they were Arab’
Using teacher-parent simulations to develop teachers’ sociopolitical discourse
Dados Bibliográficos
| ID | 21496567 |
|---|---|
| Autores | Idit Fast (0000-0002-7037-1857, Ben-Gurion University of the Negev, autor correspondente), Dana Vedder-Wei (0000-0001-7115-243X, Ben-Gurion University of the Negev) |
| Ano | 2025 |
| Páginas | 1-24 |
| Data de publicação | 2025-09-16 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | European Journal of Teacher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2025.2559704 |
| OpenAlex | W4414222883 |
| Idioma | EN |
| Referências citadas | 79 |
We studied how clinical simulations can support teachers’ discourse on sociopolitical issues, specifically in teacher–parent relationships. We examined a video-recorded peer discussion in which Israeli-Jewish teachers discussed a simulation of a conflict with an Israeli-Arab mother. Using a situative professional learning framework and linguistic-ethnographic microanalysis, we explored the teacher discourse and its evolution. Teachers were offered the opportunity to reconsider their perspectives through peer conversation, facilitated by a ‘bottom-up’ simulation approach rooted in their experiences. Although the teachers initially approached the scenario in a colormute manner, in the simulation debriefing, they revealed the significance of the mother’s Arab identity. This exposed biases and power dynamics, highlighted in the teachers’ negotiation of the mother’s marginalised identities. The study contributes to developing sociopolitical discourse in teacher education and to designing clinical simulation tools
Discourse analysis · Higher education · Wonder · Educator Training and Historical Pedagogy · Parental Involvement in Education · Teacher Education and Leadership Studies
Colormute
Theory and Method in Linguistic Ethnography
Effects of parental involvement on academic achievement
Emotional Geographies of Teaching
Multicultural Education Professional Development
Teaching Practice
Increasing teachers’ intercultural competences in teacher preparation programs and through professional development
The Potential of Simulated Environments in Teacher Education
Opportunities for Professional Learning in Mathematics Teacher Workgroup Conversations
Equity Issues in Parental and Community Involvement in Schools
Language in Late Modernity
Emotional, behavioural, and conceptual dimensions of teacher-parent simulations
Narrated pedagogical emotions as a resource for teacher professional learning
Mechanisms of Exclusion
Reframing teacher education around inclusion, equity, and social justice
‘But that is also not quite right’
Opening Pandora’s box
A community of practice approach to the co-development of digital pedagogy
Simulation-based learning in the context of peer learning from the perspective of preservice teachers
Professional development during simulation-based learning
Dimensions of Parental Involvement in Refugee and Migrant Students' Education
Preservice science teachers' sociopolitical consciousness
Simulation-Based Learning in Higher Education
Teacher learning in communities of practice
Listening to People
Israel’s Palestinians
Interpreting qualitative data
Other People’s Children
Palestinians in Israel
Taking stock of research on teacher collaborative discourse
The cultural and emotional politics of teacher–parent interactions
The emergence of moral, professional, and political geographies in a clinically simulated parent-teacher interaction
The inclusive mindset transformation needs of teachers working in challenging conditions
Even when it was hard, you pushed us to improve”
Teacher learning in the context of a continuing professional development programme
Tensions in equity- and reform-oriented learning in teachers' collaborative conversations
Parental action and neoliberal education reform
Despite the Best Intentions
Exploring the effectiveness of clinical simulations to develop student teachers’ parent-teacher communication competence
Teachers’ professionalism and relations with parents
Narratives of single, black mothers using cultural capital to access autism interventions in schools
Arabs in segregated vs. mixed Jewish–Arab schools in Israel
Education, Empowerment and Control
You Need to Be More Responsible”
Relocating Research on Teacher Learning
Qualifying Sociopolitical Consciousness
African American Parents’ Educational Orientations
Marginalized Yet Flourishing
Attending to Problems of Practice
Diagnosing and treating parents
Two Decades of Developments in Qualitative Inquiry
Empathy, Teacher Dispositions, and Preparation for Culturally Responsive Pedagogy
Teachers and School Leaders' Readiness for Parental Engagement
Preparing Teachers to Notice Race in Classrooms
Social Justice and Teacher Education
Core Pedagogy
Mapping How Teachers Become Culturally Responsive
We Sort of Dance Around the Race Thing
Tracing a Beginning Elementary Teacher's Development of Identity for Science Teaching
Situated Learning
Moments of Social Inclusion and Exclusion Race, Class, and Cultural Capital in Family-School Relationships
Critical Design Ethnography
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |