ABSTRACT

Prior research on school tracking has indicated that racialized classed ethnic students are channeled and separated into cohorts based on academic ability. Few studies have indicated the ways in which early socialization of teachers is imparted through pedagogical practices. Unfortunately, there is a lack of research when it comes to understanding how ideological tracking is reproduced in the context of the classroom. Findings suggest that teacher ideologies, situated within their early socialization, are manifested in through perspectives of difference. This article makes a case for teacher credential training preparation programs to incorporate self-reflexive methodologies to limit reproduction of unconscious teaching/learning in the instruction of students.

摘要

先前对学校跟踪的研究表明，种族化的种族学生根据学术能力被引导和分成不同的群组。很少有研究指出通过教学实践使教师早期社会化的方式。不幸的是，在理解意识形态跟踪是如何在课堂环境中再现时，缺乏研究。调查结果表明，教师的意识形态，位于他们早期的社会化过程中，通过差异的视角表现出来。本文为教师资格证书培训准备计划提供了一个案例，将自我反省方法结合起来，以限制在学生教学中无意识教学/学习的再现。