Silencing Equity-Minded Teacher Preparation
How Do Teacher Educators Respond
Bibliographic Data
| ID | 4307559 |
|---|---|
| Authors | Joni S Kolman (0000-0002-4429-3488, California State University, San Marcos, corresponding author), Carol Battle (High Tech High Graduate School of Education), Laura Vernikoff (Touro College, New York, NY, USA), Jenna Kamrass Morvay (Independent Scholar, Cincinnati, OH, USA) |
| Year | 2024 |
| Volume | 75 |
| Issue | 2 |
| Pages | 236-247 |
| Publication date | 2024-03-01 |
| 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 | 10.1177/00224871231203926 |
| OpenAlex | W4387894485 |
| Language | EN |
| Citations received | 1 |
| References cited | 37 |
This article describes how five teacher educators respond to silencing aimed at disrupting their equity-minded teacher preparation. Drawing on interview data, we illustrate the silencing these teacher educators experience, their patterns of response, and the drivers for their responses. Our findings suggest that these teacher educators' race, personal experiences, and beliefs about preservice teacher learning, as well as the supports offered by colleagues, teacher candidates, and university administrators, shape their responses to silencing. We conclude by suggesting pathways of support for equity-minded teacher educators in this moment of silencing-as-policy
Equity (law) · Gene silencing · Mathematics education · Pedagogy · Political science · Public relations · Sociology · Teacher education · Teacher Preparation · Psychology · Service-Learning and Community Engagement · Teacher Education and Assessments · Teacher Education and Leadership Studies
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| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |