Getting to We
Developing a Transformative Urban Teaching Practice
Datos Bibliográficos
| ID | 10856808 |
|---|---|
| Autores | Kelly Donnell (Roger Williams University, autor de correspondencia) |
| Año | 2007 |
| Volumen | 42 |
| Número | 3 |
| Páginas | 223-249 |
| Fecha de publicación | 2007-05-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Urban Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0042-0859 • E-ISSN: 1552-8340 |
| Editorial | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0042085907300541 |
| OpenAlex | W2163121119 |
| Idioma | EN |
| Citas recibidas | 14 |
| Referencias citadas | 28 |
How do beginning teachers experience the complex process of learning to teach in an urban setting? This article contributes to the literature on teaching in urban settings by theorizing the process of learning to teach based on longitudinal interview data generated from practitioners who were viewed by the researcher as critical informants. The author argues that beginning urban teachers' sense of efficacy is enhanced if they develop a transformative teaching practice focused on “we,” highlighting the mutual learning between teacher and pupils. Findings highlight critical components of “getting to we:” bi-directional learning, relational knowing, humanizing pedagogy, and reflective, dialogic discourse
Dialogic · Mathematics education · Pedagogy · Process (computing) · Sociology · Teaching method · Transformative learning · Education and Technology Integration · Parental Involvement in Education · Psychology · Teacher Education and Leadership Studies
Agency as Place in Teacher Education
From disenfranchisement to hope through youth-adult participatory action research
Teachers as change agents
Inclusion in practice
Moving beyond social exclusion through dialogue
Critical learning
Parsing the language of racism and relief
Revealing the Human and the Writer
Identity Process and Transformative Pedagogy
Urban Residents’ Place-Based Funds of Knowledge
It’s My Safe Space”
Bridges and Barriers
The Transformative Potential of Teacher Care as Described by Students in a Higher Education Access Initiative
Barriers to Inquiry-Based Instruction
A Critical Analysis of the Research on Learning to Teach
From Preparation to Practice
Learning to Teach against the Grain
Transformative Learning
The Discovery of Grounded Theory
Preparing Teachers for Diverse Student Populations
Border Crossings
Pedagogical balancing acts
By Chart and Chance and Passion
The Dreamkeepers
The Discovery of Grounded Theory
What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning
Light‐ness of Being in the Primary Classroom
Color Blindness and Basket Making Are Not the Answers
A Critical Theory of Adult Learning and Education
Toward a Theory of Culturally Relevant Pedagogy
Beyond the Methods Fetish
Reporting on Teacher Quality
Too Angry To Leave
Preparing Culturally Responsive Teachers
Investigating Early Career Urban Teachers' Perspectives on and Experiences in Professional Development
Finding, Using, and Losing(?) Voice
Fighting for Our Lives
Star Teachers of Children in Poverty
Making Meaning of Whiteness
| Obras citantes distintas | 14 |
|---|---|
| Citas por año | 0,78 |
| Intervalo de citas | 2008 - 2026 (19) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 14 |