• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>The Urban Review >Shifting the Center in Teacher Education: An Introduction to the Special Issue on Critical Race Theory and Teacher Education
【24h】

Shifting the Center in Teacher Education: An Introduction to the Special Issue on Critical Race Theory and Teacher Education

机译：转移教师教育中心：批判种族理论与教师教育专刊介绍

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

What does it profit, my brethren, if someone says he has faith but does not have works? Can faith save him? If a brother or sister is naked and destitute of daily food, and one of you says to them, "Depart in peace, be warmed and filled," but you do not give them the things which are needed for the body, what does it profit? Thus also faith by itself, if it does not have works, is dead" (James 2: 14-17 NKJV). In 1978, Barbara Sizemore aptly noted in her reflection on school desegregation that "the child is no longer the center of the controversy, desegregation is. The means have become the end" (p. 62-63). Sadly, this sentiment rings true not only of the process of school desegregation in the United States but is also a hauntingly prescient assertion that speaks to the lingering challenges in teacher education. As a field, teacher education not only prepares preservice teachers; it examines the work and practices of teachers along "...a professional learning continuum from initial preparation through the early years of teaching" (Feiman-Nemser 2001, p. 1014). In the last two decades, there have been significant strides in research in the areas of pedagogy and practice (e.g. Grossman et al. 2009), multicultural education (e.g. Nieto 1992), anti-racist education (e.g. Pollock 2008), resource and culturally sustaining pedagogies (e.g. Paris 2012). However, teacher education programs as well as professional development for in-service teachers still struggle to prepare teachers, most of whom are white, to teach and support the high academic achievement of students of color while simultaneously speaking to the recruitment, preparation and retention of teachers of color.
机译：我的弟兄们，如果有人说他有信心却没有工作，那有什么好处呢？信仰可以拯救他吗？如果一个兄弟姐妹是赤裸裸的，每天的食物都很匮乏，而你们中的一个对他们说：“和平离开，被温暖和充满”，但是您没有给他们身体所需的东西，那是什么呢？利润？因此，如果没有工作，信仰本身也将消亡”（雅各书2：14-17 NKJV）。1978年，芭芭拉·施特尔莫尔（Barbara Sizemore）在对学校种族隔离的反思中恰当地指出：“孩子不再是世俗化的中心。争议，种族隔离是。手段已经终结”（第62-63页）。可悲的是，这种观点不仅适用于美国学校的种族隔离进程，而且是一种挥之不去的有先见之明的说法，说明了教师教育方面的长期挑战。作为一个领域，教师教育不仅为职前教师做好准备；而且还沿着“ ...从最初的准备到教学的早期的专业学习连续性”的角度检查教师的工作和实践（Feiman-Nemser 2001，第1014页）。在过去的二十年中，在教学法和实践（例如Grossman等，2009），多元文化教育（例如Nieto 1992），反种族主义教育（例如Pollock 2008），资源和文化领域的研究取得了长足进步。维持教学法（例如，巴黎，2012年），但是，在职教师的教育计划和职业发展仍然难以为教师（大多数是白人）做好准备，以教授和支持高学历彩色学生在与彩色老师的招募，准备和保留同时进行演讲。

著录项

  • 来源
    《The Urban Review》 |2015年第2期|233-236|共4页
  • 作者

    Daniella Ann Cook;

  • 作者单位

    University of South Carolina, Columbia, SC, USA;

  • 收录信息
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号