A Call to Action for Teacher Preparation Programs
Supporting Critical Conversations and Democratic Action in Safe Learning Environments
Bibliographic Data
| ID | 4306307 |
|---|---|
| Authors | Dorinda J Carter Andrews (0000-0002-2632-8368, Michigan State University, East Lansing, USA, corresponding author), Gail Richmond (0000-0002-4425-4438, Michigan State University, East Lansing, USA), Chezare A Warren (0000-0003-1289-0912, Michigan State University, East Lansing, USA), Emery Petchauer (0009-0003-7398-6683, Michigan State University, East Lansing, USA), Robert E Floden (0000-0003-2870-8185, Michigan State University), Robert Floden (Michigan State University, East Lansing, USA) |
| Year | 2018 |
| Volume | 69 |
| Issue | 3 |
| Pages | 205-208 |
| Publication date | 2018-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487118766510 |
| OpenAlex | W2794565846 |
| Language | EN |
| Citations received | 22 |
| References cited | 21 |
Action (physics · Action learning · Business · Call to action · Cooperative learning · Democracy · Mathematics education · Pedagogy · Political science · Politics · Sociology · Teaching method · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Law · Psychology · Teacher Education and Leadership Studies
Open Classroom Climate
Exploration of how teacher education programs prepare pre-service teachers to teach difficult knowledge in Japan, Korea, and Taiwan
“It Is Not a Question of if Anymore, It Is a Question of When”
Teacher educators’ sensitivity to bullying and its coverage in their teaching
What do we know about teacher education for difficult topics? A systematic review
Chapter 7
Theory Into Practice in Teacher Education
Preparing Teachers in Holocaust Education During Polarizing Times
A Qualitative Systematic Review of Youth Participatory Action Research Implementation in U.S. High Schools
Race-Visible Teacher Education
Hell
Through their lenses
Why did we never learn this?”
Measured vulnerability
We cannot imagine”
Trust the experts
Advocating for and with”
Noticing, interpreting, deciding
Contained risk-taking
Should we "just stick to the facts"? The benefit of controversial conversations in classrooms
Leaning Into Difficult Topics
A dangerous turn
Actor-Network Theory in Education
The Significance of Students
Polarized America
Symbolic and institutional violence and critical educational spaces
Reinvigorating Multicultural Education Through Youth Participatory Action Research
Cultivating epistemic empathy in preservice teacher education
Social Perspective Taking
Constructing Meaning About Violence, School, and Community
Towards a Pedagogy for the Application of Empathy in Culturally Diverse Classrooms
Facilitating Whole-Class Discussions in History
Teacher Education for Critical Democracy
Empathy, Teacher Dispositions, and Preparation for Culturally Responsive Pedagogy
Core Teaching Practices
Exploring Possible Selves Through Sharing Stories Online
The Role of Empathy in Teaching Culturally Diverse Students
Pedagogy of the oppressed
Pedagogy of Solidarity
The Strength of Weak Ties
| Unique citing works | 22 |
|---|---|
| Citations per year | 3,14 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 22 |