Overview
- Includes empirical studies that show how teacher educators can attend to equity and social justice issues
- Provides theoretical and conceptually grounded analyses of teacher education practices
- Contains suggestions informing the teaching practices and scholarship of teacher educators and education researchers
Part of the book series: Self-Study of Teaching and Teacher Education Practices (STEP, volume 25)
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Table of contents (11 chapters)
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Front Matter
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Preparing Teacher Educators and Teachers for Urban Education Contexts
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Front Matter
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Race, Culture, and Urban Teacher Education
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Front Matter
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The Academic Content Areas and Urban Teacher Education
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Front Matter
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Rethinking the Boundaries of Online, Rural, and Urban Teacher Education
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Front Matter
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Keywords
About this book
This 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.
Reviews
Editors and Affiliations
About the editor
Adrian D. Martin, Ph.D. is a faculty member in the College of Education at New Jersey City University. Dr. Martin’s scholarship explores multiple facets of teacher education and development, pedagogical theorization, and qualitative research methodology. His publications shed light on the experiences of English Learners and teachers of English Learners, issues in teacher education, teacher identity and teacher educator identity, teachers in urban early childhood classrooms, and novice urban educators’ entry into the teaching profession. Dr. Martin is an active member of the American Educational Research Association and the Self-Study of Teacher Education Practices Special Interest Group.
Bibliographic Information
Book Title: Self-Studies in Urban Teacher Education
Book Subtitle: Preparing U.S. Teachers to Advance Equity and Social Justice
Editors: Adrian D. Martin
Series Title: Self-Study of Teaching and Teacher Education Practices
DOI: https://doi.org/10.1007/978-981-19-5430-6
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022
Hardcover ISBN: 978-981-19-5429-0Published: 13 September 2022
Softcover ISBN: 978-981-19-5432-0Published: 14 September 2023
eBook ISBN: 978-981-19-5430-6Published: 12 September 2022
Series ISSN: 1875-3620
Series E-ISSN: 2215-1850
Edition Number: 1
Number of Pages: XII, 204
Number of Illustrations: 1 b/w illustrations
Topics: Teaching and Teacher Education, Sociology of Education, Education, general, Social Justice, Equality and Human Rights