Engaging and Working in Solidarity With Local Communities in Preparing the Teachers of Their Children
This article analyzes a programmatic effort in teacher education, “The Community Teaching Strand” (CTS), to engage local community members as mentors of teacher candidates (TCs) in two postgraduate teacher preparation programs in a large research university. Three different conceptions of the nature...
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Veröffentlicht in: | Journal of teacher education 2016-09, Vol.67 (4), p.277-290 |
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description | This article analyzes a programmatic effort in teacher education, “The Community Teaching Strand” (CTS), to engage local community members as mentors of teacher candidates (TCs) in two postgraduate teacher preparation programs in a large research university. Three different conceptions of the nature and purpose of teacher–family–community relations frame the analysis: involving families and communities, engaging families and communities, and working in solidarity with families and communities. Three primary research questions are explored in this article: What do TCs learn through their participation in the CTS? To what extent and how do TCs bring community teaching into their classrooms during the program and as first-year teachers? What programmatic features encouraged and/or constrained TC learning from the community mentors? After describing Mountain City’s “Community Teaching Strand,” the article identifies a set of TC learning and practice outcomes as well as a number of tensions that arose in the programs in the attempt to implement engagement and solidarity approaches to working with families and communities. Finally, the implications of this work for teacher education are discussed. |
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Three different conceptions of the nature and purpose of teacher–family–community relations frame the analysis: involving families and communities, engaging families and communities, and working in solidarity with families and communities. Three primary research questions are explored in this article: What do TCs learn through their participation in the CTS? To what extent and how do TCs bring community teaching into their classrooms during the program and as first-year teachers? What programmatic features encouraged and/or constrained TC learning from the community mentors? After describing Mountain City’s “Community Teaching Strand,” the article identifies a set of TC learning and practice outcomes as well as a number of tensions that arose in the programs in the attempt to implement engagement and solidarity approaches to working with families and communities. Finally, the implications of this work for teacher education are discussed.</description><identifier>ISSN: 0022-4871</identifier><identifier>EISSN: 1552-7816</identifier><identifier>DOI: 10.1177/0022487116660623</identifier><identifier>CODEN: JTEDAP</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Beginning Teachers ; Community ; Community Relations ; Cooperation ; Educational aspects ; Family (Sociological Unit) ; Family School Relationship ; Focus Groups ; Group Unity ; Interviews ; Learning ; Mentors ; Observation ; Parent Teacher Cooperation ; Parent-teacher relations ; Parent-teacher relationships ; Preservice Teacher Education ; Preservice Teachers ; Research Universities ; School Community Relationship ; Social aspects ; Social Justice ; Solidarity ; Surveys ; Teacher Education ; Teacher Education Programs ; Teacher Improvement ; Teachers ; Teachers and community ; Teaching ; Teaching Methods</subject><ispartof>Journal of teacher education, 2016-09, Vol.67 (4), p.277-290</ispartof><rights>2016 American Association of Colleges for Teacher Education</rights><rights>COPYRIGHT 2016 Corwin Press, Inc.</rights><rights>COPYRIGHT 2016 Corwin Press, Inc.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c604t-a08afd79f01b210cbb06f0776751329ccb2486fabdd5e9068a6306549f2c89993</citedby><cites>FETCH-LOGICAL-c604t-a08afd79f01b210cbb06f0776751329ccb2486fabdd5e9068a6306549f2c89993</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/0022487116660623$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/0022487116660623$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,780,784,21818,27923,27924,43620,43621</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1111016$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Zeichner, Ken</creatorcontrib><creatorcontrib>Bowman, Michael</creatorcontrib><creatorcontrib>Guillen, Lorena</creatorcontrib><creatorcontrib>Napolitan, Kate</creatorcontrib><title>Engaging and Working in Solidarity With Local Communities in Preparing the Teachers of Their Children</title><title>Journal of teacher education</title><addtitle>Journal of Teacher Education</addtitle><description>This article analyzes a programmatic effort in teacher education, “The Community Teaching Strand” (CTS), to engage local community members as mentors of teacher candidates (TCs) in two postgraduate teacher preparation programs in a large research university. Three different conceptions of the nature and purpose of teacher–family–community relations frame the analysis: involving families and communities, engaging families and communities, and working in solidarity with families and communities. Three primary research questions are explored in this article: What do TCs learn through their participation in the CTS? To what extent and how do TCs bring community teaching into their classrooms during the program and as first-year teachers? What programmatic features encouraged and/or constrained TC learning from the community mentors? After describing Mountain City’s “Community Teaching Strand,” the article identifies a set of TC learning and practice outcomes as well as a number of tensions that arose in the programs in the attempt to implement engagement and solidarity approaches to working with families and communities. 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subjects | Beginning Teachers Community Community Relations Cooperation Educational aspects Family (Sociological Unit) Family School Relationship Focus Groups Group Unity Interviews Learning Mentors Observation Parent Teacher Cooperation Parent-teacher relations Parent-teacher relationships Preservice Teacher Education Preservice Teachers Research Universities School Community Relationship Social aspects Social Justice Solidarity Surveys Teacher Education Teacher Education Programs Teacher Improvement Teachers Teachers and community Teaching Teaching Methods |
title | Engaging and Working in Solidarity With Local Communities in Preparing the Teachers of Their Children |
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