Engaging and Working in Solidarity With Local Communities in Preparing the Teachers of Their Children
Bibliographic Data
| ID | 4965883 |
|---|---|
| Authors | Ken Zeichner (University of Washington, Seattle, USA, corresponding author), Michael Bowman (0000-0001-6092-4668, Iowa State University, Ames, USA), Lorena Guillen (0000-0002-4045-3931, University of Washington, Seattle, USA), Kate Napolitan (University of Washington, Seattle, USA) |
| Year | 2016 |
| Volume | 67 |
| Issue | 4 |
| Pages | 277-290 |
| Publication date | 2016-09-01 |
| 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 | 10.1177/0022487116660623 |
| OpenAlex | W2482589735 |
| Language | EN |
| Citations received | 64 |
| References cited | 35 |
This article analyzes a programmatic effort in teacher education, "The Community Teaching Strand" (CTS), to engage local community members as mentors of teacher candidates (TCs) in two postgraduate teacher preparation programs in a large research university. Three different conceptions of the nature and purpose of teacher-family-community relations frame the analysis: involving families and communities, engaging families and communities, and working in solidarity with families and communities. Three primary research questions are explored in this article: What do TCs learn through their participation in the CTS? To what extent and how do TCs bring community teaching into their classrooms during the program and as first-year teachers? What programmatic features encouraged and/or constrained TC learning from the community mentors? After describing Mountain City's "Community Teaching Strand," the article identifies a set of TC learning and practice outcomes as well as a number of tensions that arose in the programs in the attempt to implement engagement and solidarity approaches to working with families and communities. Finally, the implications of this work for teacher education are discussed
Community engagement · Community of practice · Learning community · Mathematics education · Pedagogy · Political science · Public relations · Set (abstract data type) · Sociology · Solidarity · Teacher education · Work (physics) · Collaborative Teaching and Inclusion · Parental Involvement in Education · Psychology · Teacher Education and Leadership Studies
Promoviendo la Justicia Social y la Democracia en la Formación del Profesorado
The Experiences of LGBTQ+ Pre-Service and Qualified Teachers and Their Mental Health
Developing Linguistically Equitable Teachers
Discomfort, Resistance, and Othering
Transformar la educación inclusiva
Views across the boundary
Exploring the link between psychological capital and teaching for creativity in urban and rural teachers
Affordances of community-oriented praxis in teacher education
Critical Pedagogy and Children’s Beneficial Development
Music and Arts in Early Childhood Education
Conversation of Images
From involvement to solidarity
Interview with Ken Zeichner
Can We Picture Equity? Critically Examining Cross-Cultural Short-Term Project Collaborations
The Community Teacher
Advancing Racial Equity in Extended Clinical Practice
Ideological Clarity and Educational Language Policy Sensemaking
Understanding the professional identity of university-based teacher educators
A community-engaged framework for the preparation of teachers for high-poverty communities
Community perceptions as a source of knowledge for transforming teaching and teacher education in Vietnam
Playing Chess When You Only Have a Couple of Pawns
Proposing a Framework to Center Justice in Ambitious Science Teaching
“ I Have Been Getting Involved for My Children
“The best way to get to know a student is to know their community”
Critical teacher education for equitable learning in multilingual classrooms
It’s really good medicine, Séliš (Salish)’
Inclusion does not solely apply to students with disabilities
A cartographical analysis of teacher candidates’ conceptualisations of community
Analysis before action
Fostering Collaboration as Transition Specialists Through Community Conversations
They fear us knowing too much”
Change your approach”
Teaching indigenous languages in early childhood
The Community Walking Interview
Claiming and reclaiming the voice of the profession
The museum internship as an analogous learning space for preservice teacher education
Pre-service teachers and study abroad experiences
The development of ambitious instruction
Dance as dialog
Teacher preparation for social justice
Research themes and trends in the field of teacher educators
I remember being aware of how I was being positioned by my school”
Place matters
Community-Engaged Pedagogy for Equitable HSI Teacher Preparation
Intercultural education and early childhood
From Classroom to Community
Critical Unresolved and Understudied Issues in Clinical Teacher Education
The Imperatives of Voice and Context in the Preparation of Community Teachers
Being on the Other Side of the Table”
Second Language Teacher Education in Response to Local Needs
After the Virus
Are Deficit Perspectives of Black and Brown Students Grounded in Empirical Data? Investigating the Myths of “Urban Education” Through Parent Satisfaction
Pueblo Pequeño, Infierno Grande
Community-Based Justice Work to Prepare Urban Teachers, Counselors, and Educational Leaders
Adapting for a Local Space Can be Tricky
Teacher Education for Critical Democracy
Home/School
Intermediary Organizations, Technocratic Discourses, and the Rise of Accountability Regimes in Teacher Education
The Power of Community Partnership in the Preparation of Teachers
A University-Community Partnership in Teacher Education From the Perspectives of Community-Based Teacher Educators
The Research We Need in Teacher Education
Community-Based Teacher Education
For Such a Time as This
Engagement Matters
Handbook of Research on Teacher Education
Their Highest Potential
The sociology of teaching.
Redefining teaching, re‐imagining teacher education
Research on Teacher Preparation
Learning to Teach against the Grain
Equity Issues in Parental and Community Involvement in Schools
Mexicans and Hispanos in Colorado Schools and Communities, 1920-1960
Walking the Road
A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge
When educators attempt to make “community” a part of classroom learning
Cut to the core practices
Prospects for Change
School and community laboratory experiences in teacher education
Ecologies of Parental Engagement in Urban Education
Preparing Teachers for Culturally Diverse Schools
Democratizing Teacher Education
Preparing Community-Oriented Teachers
Using the Community in Teacher Education
| Unique citing works | 64 |
|---|---|
| Citations per year | 6,4 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 62 |