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首页> 外文学位 >A long road to travel: Narratives of African American male preservice educators' journeys through a graduate teacher education program .
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A long road to travel: Narratives of African American male preservice educators' journeys through a graduate teacher education program .

机译：漫漫长路：非裔美国男性职前教育工作者通过研究生教师教育计划的叙事。

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摘要

The ongoing research concerning African American males enrolled in teacher education programs is essential for a number of reasons. Research specifically addressing preservice teaching, teacher education, and the African American male student is needed to promote the well-being of any school of education. According to McCray, Sindelar, Kilgore, and Neal (2002), colleges of education have addressed the issue of underrepresentation and under population of African American teachers through policy reform and financial support.;The narratives of African American male preservice teachers and their perspectives on teacher education may provide a context for other researchers seeking to understand how and why African American males move into the field of education. More importantly, one particular way to enhance and advance the cause of the African American male preservice teacher is to accept a "culturally sensitive practice" (Tillman, 2002, p. 3) and insure epistemological and research practices unfamiliar to many teachers of preservice teachers are approved and embraced.;This study is situated in a cultural, racial, and gendered point of view seeking to highlight the individual and shared experiences of three African American male preservice teachers enrolled in a graduate teacher education program. Stabilized through the lens of critical race theory (CRT), the gathering of counter-narratives provided the context to allow the research participants a vehicle to name their own reality.
机译：出于多种原因，正在进行的有关参加教师教育计划的非洲裔美国男性的研究至关重要。需要开展专门针对职前教学，教师教育和非裔美国男学生的研究，以促进任何教育学校的福祉。根据McCray，Sindelar，Kilgore和Neal（2002）的研究，教育学院已通过政策改革和财政支持解决了非裔美国人教师人数不足和人口不足的问题。；非洲裔美国男性职前教师的叙述及其对教育的看法教师教育可能为寻求了解非裔美国人男性如何以及为何进入教育领域的其他研究人员提供背景。更重要的是，增强和推进非洲裔美国男性学前班教师事业的一种特殊方式是接受“文化敏感的实践”（Tillman，2002，第3页），并确保许多学前班教师不熟悉的认识论和研究实践。这项研究是从文化，种族和性别角度出发的，旨在强调参加研究生教师教育计划的三名非洲裔美国男性职前教师的个人和共享经验。通过批判种族理论（CRT）的稳定作用，反叙事的收集提供了背景，使研究参与者有能力说出自己的现实。

著录项

  • 作者

    Jones, Shawn.;

  • 作者单位

    Georgia State University.;

  • 授予单位 Georgia State University.;
  • 学科 African American Studies.;Education Teacher Training.;Education Social Sciences.;Education Higher.;Black Studies.
  • 学位 Ph.D.
  • 年度 2011
  • 页码 149 p.
  • 总页数 149
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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