This article discusses suggestions for integrating feminist epistemology, theory, pedagogy, and praxis even more intentionally into existing U.S. teacher education curricula. The premise is that in light of recent 21st century women’s empowerment movements, such ideas should be examined and integrated fully in justice-oriented teacher education programs. Supporting them with a review of the relevant literature, the author offers additions to existing frames within teacher education in U.S. programs. The author suggests emphasis on establishing authentic teacher voice through intentional pedagogy that incorporates feminism, through establishment of community, and through praxis and reflection. With these aspects firmly established in teacher education as essential to justice-oriented teacher education, the author advocates for counter-hegemonic conversations and storylines that encourage feminist voice and feminist praxis in teacher education.

本文讨论了将女权主义认识论、理论、教学法和实践更有意地整合到现有美国教师教育课程中的建议。前提是，鉴于最近的 21 世纪妇女赋权运动，这些想法应该被审查并充分纳入以正义为导向的教师教育计划。作者通过对相关文献的回顾来支持他们，对美国课程中教师教育的现有框架进行了补充。作者建议强调通过包含女权主义的有意教学法、通过社区的建立以及通过实践和反思来建立真实的教师声音。由于这些方面在师范教育中牢固确立为面向正义的师范教育的必要条件，