Developing Socially Just Teachers
The Interaction of Experiences Before, During, and After Teacher Preparation in Beginning Urban Teachers
Bibliographic Data
| ID | 4308684 |
|---|---|
| Authors | Joan L Whipp (Marquette University, Milwaukee, WI, USA, corresponding author) |
| Year | 2013 |
| Volume | 64 |
| Issue | 5 |
| Pages | 454-467 |
| Publication date | 2013-11-01 |
| 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 | 10.1177/0022487113494845 |
| OpenAlex | W2087080544 |
| Language | EN |
| Citations received | 42 |
| References cited | 34 |
This interpretive study investigated how 12 graduates from a justice-oriented teacher preparation program described their teaching goals, practices, and influences on those practices after their 1st year of teaching in an urban school. Relationships among these teachers' orientations toward socially just teaching, self-reported socially just teaching practices, and self-reported preprogram, program, and postprogram influences were explored. Teachers who were individually and structurally oriented exhibited a sociocultural consciousness and described socially just teaching in various combinations of culturally responsive pedagogies, consciousness-raising, and advocacy; whereas individually oriented teachers focused primarily on "color-blind" caring relationships with their students. Factors that seemed to influence a more structural orientation to socially just teaching included (a) cross-cultural experiences before and during teacher preparation, (b) program course content and field experiences that challenged previous thinking, and (c) administrative and collegial support during the 1st year of teaching. Implications for teacher education practice and research are discussed
Consciousness · Consciousness raising · Critical consciousness · Field (mathematics) · Mathematics education · Pedagogy · Political science · Public relations · Raising (metalworking) · Social justice · Social responsibility · Sociocultural evolution · Sociology · Teacher education · Teacher Preparation · Teaching method · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Psychology · Teacher Education and Leadership Studies
Practicing Teachers’ Reflections
Ypar and Critical Epistemologies
Understanding Teacher Candidates’ Critical Curation of STEM+C Instruction Using Equity Pedagogy
Teacher-Not-Enoughness
Addressing the School Librarianship Knowledge Gap on Culturally Responsive and Impactful K–12 Online Learning through Professional Development
A summary of initiatives to address teacher shortages in hard-to-staff schools in the Anglosphere
Are We Preparing Teachers to Fight Labor Oppression
Effectual thinking and music education
Complexity and Transformative Learning
Preparing Teachers for Culturally Responsive/Relevant Pedagogy (CRP)
Is it “just” planning? Exploring the integration of social justice education in an elementary language arts methods course thematic unit
Teachers as change agents
Teachers’ conceptions of classroom justice
Refusing the policy, creating the rule
The role of sociopolitical discourse in teachers’ talk
Examining how early childhood preservice teacher funds of knowledge shapes pedagogical decision making
Developing teachers' intercultural sensitivity
Teacher preparation for social justice
The conceptualization and exploration of socially just teaching
Teachers are works in progress”
Kareen's Class of Torture’—A case study of a student's personal writing
Lessons learned
A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge
Preservice teachers’ cultural competence factors in teacher preparation programs
Pre-Service Teachers’ Perceptions of Cultural Competence to Teach Culturally and Linguistically Diverse Students
Empowering English learners in the classroom through culturally responsive social-emotional teaching practices
The role of growth mindset in shaping teachers' intercultural competencies
A Matter of Perspectives
So Why Is It OK Here?” Literacy Candidates Grappling With Culture/Culturally Relevant Pedagogy in Urban Fieldsites
Student Teaching and Urban Educator Aptness
Who is in the Classroom Now? Teacher Preparation and the Education of Immigrant Children
What Motivates High School Youths to Want to Teach? Narratives of Homegrown Aspiring Teachers
It's Not Really My Job
Loving Out Loud
Seeking Convergence and Surfacing Tensions Between Social Justice and Core Practices
Examples of c/Critical Coaching
Change Happens Beyond the Comfort Zone
What Makes Mathematics Teacher Coaching Effective? A Call for a Justice-Oriented Perspective
Preparedness and Experiences of Novice Teachers in the Sociopolitical Context of Heightened Immigration Enforcement
When Shutting the Door Won't Do
Disability and the Meaning of Social Justice in Teacher Education Research
Finnish Teachers' Attitudes About Muslim Students and Muslim Student Integration
Subtractive Schooling
Operationalizing Culturally Relevant Pedagogy
Toward a theory of culturally relevant critical teacher care
Power and Agency in Education
Case Study Research
The art of case study research
Urban Advocates for Young Children with Special Needs
Equity and social justice in teaching and teacher education
They taught me”
Learning to unlearn
Good and Just Teaching
Becoming Warm Demanders
Themes in the Research on Preservice Teachers’ Views of Cultural Diversity
Critical Care
Naturalistic inquiry
Navigating Contradictory Communities of Practice in Learning to Teach for Social Justice
Qualitative Data Analysis
Too Angry To Leave
Preparing Culturally Responsive Teachers
Womanist Lessons for Reinventing Teaching
Changing Preservice Teachers' Attitudes/Beliefs About Diversity
Incubating and Sustaining
In It for the Long Haul
Individual and Structural Orientations in Socially Just Teaching
From Ideal to Practice and Back Again
Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education
| Unique citing works | 42 |
|---|---|
| Citations per year | 3,82 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 41 |