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001449557 0247_ $$a10.1007/978-981-19-5430-6$$2doi
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001449557 24500 $$aSelf-studies in urban teacher education:$$bpreparing U.S. teachers to advance equity and social justice /$$cAdrian D. Martin, editor.
001449557 260__ $$aSingapore :$$bSpringer,$$c2022.
001449557 300__ $$a1 online resource (208 p.).
001449557 4901_ $$aSelf-study of teaching and teacher education practices ;$$vv. 25
001449557 500__ $$aChapter 6: Who Gets to Ask "Does Race Belong in Every Course?": Staying in the Anguish as White Teacher Educators
001449557 5050_ $$aIntro -- Foreword -- References -- Contents -- Chapter 1: Self-Studies in Urban Teacher Education: An Introduction -- 1.1 S-STEP as an Entry Point for Urban Teacher Education -- 1.2 Self-Studies in U.S. Urban Teacher Education -- References -- Part I: Preparing Teacher Educators and Teachers for Urban Education Contexts -- Chapter 2: Collectively Caring: Co-Creating a Critical Feminist Community of Teacher Educators -- 2.1 Co/Autoethnographic Self-Study -- 2.2 Co-Creations of Our Critical Feminist Learning Community -- 2.2.1 Our Unknowable Context -- 2.2.2 Fluidity of Power
001449557 5058_ $$a2.2.3 Emotions, Mind, and Body: Recognizing Ourselves in the Class -- 2.2.4 Care Births Courage -- 2.2.5 Discomfort: Hearts Broken and Minds Open -- 2.2.6 Need to Act, Need to React -- 2.3 Being a Feminist Educator in P-16 Classrooms -- 2.3.1 Empower Students Individually and Collectively -- 2.3.2 Legitimize Students' Multiple Ways of Knowing -- 2.3.3 Engage Students' Whole Selves in the Curriculum -- 2.4 Conclusion -- References -- Chapter 3: Tourist Teachers and Layers of Colonization: Lessons from New Mexico -- 3.1 Tourist Teachers and Layers of Colonization: Lessons from New Mexico
001449557 5058_ $$a3.2 History and Place in New Mexico -- 3.2.1 Contested Homelands -- 3.2.2 A New Mexican Critical Pedagogy of Place -- 3.3 Methodology -- 3.4 Findings -- 3.4.1 The Trap of the Tourist Teacher -- 3.4.1.1 Implications for Assignments -- 3.4.2 Time and Trust -- 3.5 Discussion and Implications -- 3.6 Conclusion -- References -- Chapter 4: How Do We Praxis? Becoming Teachers of Diverse Learners in Urban Environments -- 4.1 Theoretical Framework -- 4.2 Methodology -- 4.3 Outcomes -- 4.3.1 Becoming the Teacher in an Urban Environment: Chelsie's Narrative
001449557 5058_ $$a4.3.2 Becoming Teacher Educator in Urban Environments: Christi's Narrative -- 4.4 Discussion and Implications -- References -- Part II: Race, Culture, and Urban Teacher Education -- Chapter 5: Teaching Black: Common Eyes All See the Same -- 5.1 Theoretical Framework -- 5.2 Methods -- 5.2.1 Participants -- 5.2.2 Data Collection and the Research Process -- 5.2.3 Data Analysis -- 5.3 Findings -- 5.3.1 Teaching Black as Disruptive -- 5.3.2 Teaching Black as Subversive -- 5.4 Discussion -- 5.4.1 Community Building as Self-Care -- 5.4.2 Schools as White Spaces
001449557 5058_ $$a5.4.3 Teacher Quality and Urban Teacher Preparation -- 5.5 Recommendations and Conclusion -- 5.5.1 Leadership and Collaboration -- 5.5.2 Racial Affinity Groups -- 5.5.3 Diverse Teacher Educators and Teachers -- 5.5.4 Black and Brown School Leaders -- 5.6 Conclusion -- 5.6.1 To Malcom, Teaching Black Means... -- 5.6.2 To Michael, Teaching Black Means... -- 5.6.3 To Monique, Teaching Black Means... -- 5.6.4 To Lia, Teaching Black Means... -- 5.6.5 To LaChan, Teaching Black Means... -- 5.6.6 From Then to Know: Where We Are Today -- References
001449557 506__ $$aAccess limited to authorized users.
001449557 520__ $$aThis book critically explores pedagogical activities, policies, and coursework that teacher education programs can provide to more fully prepare teacher candidates and in-service educators for professional practice in urban schools. It illustrates how teacher educators from across the United States are supporting teacher candidates and in-service teachers to possess the knowledge, skills, and dispositions for equity-oriented instructional practices and advocacy for professional engagement in the urban context. Chapters share insider perspectives of urban teacher education on preparing teachers to teach in culturally, linguistically, and socio-economically diverse classrooms. They discuss teacher educators learning about their own practice in the preparation of teachers for city schools, preparing teacher candidates from rural and suburban contexts to teach in urban settings, and supervising practicing teachers in city classrooms. The volume also focuses on the interplay of cultural and linguistic parity between teacher educators and their preservice/in-service teacher students, implementing learning activities or coursework about teaching in urban schools, and enacting critical pedagogical practices. This book will be beneficial to teacher educators focused on teacher preparation for city classrooms and urban school districts, and researchers seeking to adopt self-study methodology in their own research endeavors.
001449557 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed Septemer 26, 2022).
001449557 650_0 $$aTeachers$$xTraining of$$zUnited States.
001449557 655_0 $$aElectronic books.
001449557 7001_ $$aMartin, Adrian D.,$$eeditor.
001449557 77608 $$iPrint version:$$aMartin, Adrian D.$$tSelf-Studies in Urban Teacher Education$$dSingapore : Springer,c2022$$z9789811954290
001449557 830_0 $$aSelf study of teaching and teacher education practices ;$$vv. 25.
001449557 852__ $$bebk
001449557 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-981-19-5430-6$$zOnline Access$$91397441.1
001449557 909CO $$ooai:library.usi.edu:1449557$$pGLOBAL_SET
001449557 980__ $$aBIB
001449557 980__ $$aEBOOK
001449557 982__ $$aEbook
001449557 983__ $$aOnline
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