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Critical Reflection and Generativity: Toward a Framework of Transformative Teacher Education for Diverse Learners
Review of Research in Education ( IF 7.300 ) Pub Date : 2019-03-01 , DOI: 10.3102/0091732x18822806
Katrina Liu 1 , Arnetha F. Ball 2
Affiliation  

This chapter provides a critical and synthesizing review of the literature on issues related to preparing teachers for diverse learners from historical and theoretical standpoints, reviewing more than 50 years of calls for teacher education reform and efforts to prepare White teachers and teachers of color for racial, ethnic, and linguistic diversity in schools and communities. It finds that the limited success of such efforts is the result of policy changes that overemphasize recruitment and underemphasize retention, and calls for restructuring teacher education programs and research that focuses on critical reflection and generativity that can lead to transformative practices in the classroom. The authors argue for a (re)new(ed) emphasis on community-based teacher preparation grounded in critical reflection and generativity, which facilitates and promotes transformative teacher education that prepares teachers to teach diverse student populations.

中文翻译:

批判性反思和生成性:面向多元化学习者的变革性教师教育框架

本章从历史和理论的角度对与为不同学习者准备教师相关问题的文献进行了批判性和综合性回顾,回顾了 50 多年来对教师教育改革的呼吁以及为白人教师和有色人种教师为种族做准备的努力,学校和社区的种族和语言多样性。它发现,这些努力的有限成功是政策变化的结果,过分强调招聘而忽视保留,并呼吁重新调整教师教育计划和研究,重点关注批判性反思和创造能力,从而在课堂上实现变革性实践。作者主张(重新)新(ed)强调以批判性反思和生成性为基础的基于社区的教师准备,
更新日期:2019-03-01
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