Justice, practice and the ‘Real World’: pre-service teachers’ critically conscious visions for teaching amid the complexities and challenges of learning to teach

Schiera, Andrew J.

doi:10.1080/09518398.2019.1609125

Cited by 9 publications

(7 citation statements)

References 39 publications

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“…If social practice includes both conceptual and practical tools (P. L. Grossman et al, 1999), a critical frame applied to situations of social practice might be a “critical conceptual tool” (Schiera, 2019a). For example, the core practice “eliciting and interpreting student responses” (TeachingWorks, 2018) requires conceptual tools associated with constructivist learning (P.…”

Section: Seeking Convergence Between Social and Critical Learning Theoriesmentioning

confidence: 99%

“…Enacting the practice (choosing the text) requires noticing students’ pattern in reading choices, which requires knowing how representation in literature manifests larger power structures. Those “critical conceptual tools” must be in the novice’s shared repertoire of practice/praxis (Schiera, 2019a) to apply knowledge from a critical frame to a particular situation in practice.…”

Section: Imagining Teacher Education As a Community Of Praxismentioning

confidence: 99%

“…Justice-oriented foundations and multicultural education courses can aid novices learning about critical conceptual tools and applying them to classroom situations via pedagogies of co-investigation (Schiera, 2019a). For example, critical conceptual tools that surface domains of power (Collins, 2009) can be applied to case studies within and beyond the classroom, prompting novices to develop possible responses to the dilemmas that arise (Kavanagh et al, 2020).…”

Section: Imagining Teacher Education As a Community Of Praxismentioning

confidence: 99%

“…Such divergent starting points make it difficult to find common ground from which CPM and SJTE begin to collaborate. This leaves novices like Sherwood alone to figure out how to become “comfortable” with practice while being “mindful” of justice amid the complicated process of learning to teach (Schiera, 2019a). These challenges often lead novices to moderate their visions or leave teaching altogether (Agarwal et al, 2010; Hammerness, 2001; Philpott & Dagenais, 2011).…”

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confidence: 99%

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Seeking Convergence and Surfacing Tensions Between Social Justice and Core Practices: Re-Presenting Teacher Education as a Community of Praxis

Schiera

2020

Journal of Teacher Education

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The Core Practices Movement (CPM) and Social Justice Teacher Education (SJTE) represent two communities of practice within which novices develop as professional educators. However, there is little dialogue about how they might collaborate to develop novice social justice educators, and the critiques and recommendations that do cross movements originate from divergent theoretical starting points. Possibilities for convergence within the learning theories that underpin CPM and SJTE are explored, examining how social learning theories might be infused with, and enveloped within, critical learning theories. This article thus re-presents teacher education as a “community of praxis.” Within each of its three hybrid dimensions—a shared repertoire of practice/praxis, mutual engagement of vertical and horizontal expertise, and joint enterprise of professional and political aims—possibilities for developing novice social justice educators are described, and tensions at the intersection of justice and practice in teacher education are explored.

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Section: Seeking Convergence Between Social and Critical Learning Theoriesmentioning

confidence: 99%

Section: Imagining Teacher Education As a Community Of Praxismentioning

confidence: 99%

Section: Imagining Teacher Education As a Community Of Praxismentioning

confidence: 99%

mentioning

confidence: 99%

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Seeking Convergence and Surfacing Tensions Between Social Justice and Core Practices: Re-Presenting Teacher Education as a Community of Praxis

Schiera

2020

Journal of Teacher Education

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“…Dada la complejidad de la enseñanza, los profesores deben dominar y desplegar en el aula un repertorio de competencias pedagógicas (Peercy y Troyan, 2017;Schiera, 2019). Tradicionalmente estás eran aprendidas durante la práctica en terreno.…”

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Diseño y validación de un cuestionario para evaluar oportunidades de práctica pedagógica, metacognición y «lifelong learning», brindadas por los programas de formación inicial docente

Conget

Royo

Montoya

2021

Estudios sobre Educación

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El objetivo del estudio fue diseñar y validar un cuestionario para recoger información respecto de las oportunidades que brindan los programas de formación inicial docente de aproximarse a la práctica pedagógica, de desarrollar habilidades de procesamiento metacognitivo y de adoptar el lifelong learning. El instrumento fue diseñado conforme a la literatura y validado usando el método Delphi. Fue aplicado en una muestra de 198 estudiantes de Pedagogía. Luego de ajustes en función de los resultados de un análisis factorial confirmatorio, se obtuvo una versión de alta validez y confiabilidad. El cuestionario está organizado en tres dimensiones y 24 reactivos y permite estudiar desde la perspectiva de los estudiantes las acciones de los programas de formación docente, constituyendo un marco referencial para orientar las decisiones de ajuste e innovación en este ámbito de formación.

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Sticking points: Sites for developing capacity to enact socially just instruction

Lillge

Knowles

2020

Teaching and Teacher Education

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Justice, practice and the ‘Real World’: pre-service teachers’ critically conscious visions for teaching amid the complexities and challenges of learning to teach

Cited by 9 publications

References 39 publications

Seeking Convergence and Surfacing Tensions Between Social Justice and Core Practices: Re-Presenting Teacher Education as a Community of Praxis

Seeking Convergence and Surfacing Tensions Between Social Justice and Core Practices: Re-Presenting Teacher Education as a Community of Praxis

Diseño y validación de un cuestionario para evaluar oportunidades de práctica pedagógica, metacognición y «lifelong learning», brindadas por los programas de formación inicial docente

Sticking points: Sites for developing capacity to enact socially just instruction

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