Merging Social Justice and Accountability
Educating Qualified and Effective Teachers
Bibliographic Data
| ID | 4254124 |
|---|---|
| Authors | Mary Poplin, John Rivera, John Paolo R Rivera (0000-0002-9585-4863) |
| Year | 2005 |
| Volume | 44 |
| Issue | 1 |
| Pages | 27-37 |
| Publication date | 2005-02-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1207/s15430421tip4401_5 |
| OpenAlex | W2022916569 |
| Language | EN |
| Citations received | 5 |
| References cited | 4 |
This article proposes that teacher education programs be developed to promote social justice and accountability. Teacher educators must prepare teachers by (a) inspiring them with experiences of schools and classrooms where the achievement gap is disappearing, (b) preparing them to use curriculum standards and assessments, as well as multiple pedagogical and learning theories and strategies, (c) equipping them to work closely with families and communities, (d) teaching them how schools and classrooms promote and end educational inequities, and (e) inspiring them to do the hard work necessary to close the achievement gap. This requires teacher educators who are committed to the same. The article describes a few instructive events that influenced changes in a particular teacher education program and concludes with ten paradoxes used to build the new program focus on equity, excellence, and integrity
Accountability · Curriculum · Economic Justice · Educational Equity · Equity (law · Excellence · Mathematics education · Pedagogy · Political science · Social justice · Social science · Sociology · Teacher education · Work (physics · Critical Race Theory in Education · Engineering · Latin American and Latino Studies · Parental Involvement in Education · Psychology
| Citations per year | 0.31 |
|---|---|
| Citation span | 2010 - 2019 (10) |
| Highly cited | No |