Designing for Critical, Relational, Practice-Immersed Teacher Preparation: Weaving Threads into Tapestry in a Critical Project-Based Literacy Partnership

Dutro, Elizabeth; Cartun, Ashley; Melnychenko, Kim; Haberl, Ellie; Williams, Briana Pacheco

doi:10.1080/1547688x.2017.1412001

Cited by 8 publications

(3 citation statements)

References 26 publications

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“…The excluded studies are RPP studies that were not in the U.S. contexts (e.g., Jesson & Spratt, 2017), focused on issues other than education (e.g., Palinkas et al, 2017), or did not explicitly identify their work as an RPP in their publication. For example, several articles discussed partnership work with schools and/or communities, but they did not specify that work was an RPP (e.g., Dutro et al, 2018). We focused on conference proceedings, conceptual papers, empirical papers, reports/essays, book chapters, and literature reviews in our literature review for two reasons.…”

Section: Inclusion and Exclusion Criteriamentioning

confidence: 99%

Equity and Social Justice in Research Practice Partnerships in the United States

Vetter

Faircloth

Hewitt

et al. 2022

Review of Educational Research

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Research–practice partnerships (RPPs) have grown rapidly in the last decade in the United States to challenge traditional notions of education research by emphasizing the importance of researchers and practitioners working together in a spirit of mutuality to develop research questions, collect data, implement interventions, and analyze and use findings. RPP scholarship in the United States has historically advocated for the need to pay more focused attention to issues of equity and justice. To address that need, this literature review examined how RPPs in the United States have addressed equity and justice in their work. Based on five dimensions of equity and justice that could be observed within the 149 examples of RPP work we reviewed, we identified 17 exemplar projects that explicitly and effectively forefront equity and justice in RPPs, what we call equity-focused. Implications suggest that researchers and practitioners who have initiated equity-orientated RPPs may reflect on the partnerships’ existing strengths, specifically related to the five interconnected features that characterize equity-focused RPPs, to sustain and advance equity and justice through RPPs.

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Section: Inclusion and Exclusion Criteriamentioning

confidence: 99%

Equity and Social Justice in Research Practice Partnerships in the United States

Vetter

Faircloth

Hewitt

et al. 2022

Review of Educational Research

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“…In addition, more publications in the PBTE community have focused on the important issues of preparing teachers to practice in culturally responsive and sustaining ways. This work has centered on issues of equity and justice in teacher preparation within the context of historically marginalized communities (e.g., Dutro et al, 2018; Kavenaugh & Danielson, 2020; Kazemi et al, 2016). There have also been efforts by teacher educators in the social foundations areas to reach out to the PBTE community to discuss ways in which the study of the social foundations of education supports and extends PBTE efforts focused on instructional practices (e.g., Bowman & Gottesman, 2017).…”

mentioning

confidence: 99%

The “Turn Once Again Toward Practice-Based Teacher Education” Revisited

Zeichner

2023

Journal of Teacher Education

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“…Traditionally and still too frequently preservice teachers are “placed” for their clinical experiences with veteran practitioners through what is sometimes pejoratively referred to as the “cannon method”: they are “launched” into classrooms to observe haphazardly-identified mentor teachers whose sole qualification is that they volunteer to serve in such a role (Guha, Hyler, & Darling-Hammond, 2017; Parker, Groth, & Byers, 2019). In contrast, Hannah and 11 of her English, math, science and social studies preservice teacher peers had the opportunity to work in a “critical, project-based” (CPB) clinical structure (Dutro, Cartun, Melnychenko, Haberl, & Pacheco Williams, 2018; Pytash & Zenkov, 2018, Pytash & Zenkov, 2018). This clinical experience involved an intentionally selected mentor (the seventh author, Kitchen), a boundary-spanning university-based teacher educator (the first author, Zenkov), four teacher education doctoral students from our local university (the second, third, fourth and sixth authors—Taousakis, Goransson, Staudt and Stephens), an independent researcher (the fifth author, Ewaida) and two other veteran teachers from the school (the eighth and ninth authors, Hostutler and Castorena).…”

mentioning

confidence: 99%

Positioned as pedagogues, finding their teaching personas: critical, project-based clinical experiences in PDS/school-university contexts

Zenkov,

Taousakis,

Goransson

et al. 2023

SUP

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PurposePolicy makers, professional associations and scholars continue to advocate for the integration of enhanced clinical experiences for future teachers’ preparation. These recommendations reflect the growing recognition that few events in preservice teachers’ education are more significant than their experiences in the classrooms of veteran peers. Aware of the fact that the field of teacher education needs examples of effective clinical experiences, the authors examined the “critical, project-based” (CPB) model, employing Photovoice activities in a dropout prevention course in a secondary education partner school at the beginning of the COVID-19 pandemic. This paper aims to discuss the aforementioned objective.Design/methodology/approachAware that the field of teacher education needs examples of effective clinical experiences, the authors examined the CPB model, employing Photovoice activities in a dropout prevention course in a secondary education partner school at the beginning of the COVID-19 pandemic. In this article they detail a practitioner research examination that explores the experiences of 12 preservice middle/high school teachers, reporting on these individuals’ considerations of general pedagogies, writing instruction strategies and teaching personas.FindingsResults suggest that preservice teachers might best identify pedagogical practices that are consistent with their nascent teaching identities via experiences that occur in school-university partnerships in which future teachers are positioned as pedagogues.Originality/valueThis manuscript explores the use of the “CPB” clinical experience model, identifying the impacts of this approach for preparing future teachers.

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Designing for Critical, Relational, Practice-Immersed Teacher Preparation: Weaving Threads into Tapestry in a Critical Project-Based Literacy Partnership

Cited by 8 publications

References 26 publications

Equity and Social Justice in Research Practice Partnerships in the United States

Equity and Social Justice in Research Practice Partnerships in the United States

The “Turn Once Again Toward Practice-Based Teacher Education” Revisited

Positioned as pedagogues, finding their teaching personas: critical, project-based clinical experiences in PDS/school-university contexts

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