From Teacher Education to Practicing Teacher: What Does Culturally Relevant Praxis Look Like/
Material type:
ArticlePublication details: Sage, 2020.Description: Vol 55, Issue 8-9, 2020( 1115–1141 p.)Online resources:
In:
Urban educationSummary: Despite reports of already practicing K-12 teachers’ attempts to teach for critical social justice in their classrooms, there is little connection between teacher education programs and/or the impact of teacher practice in the classroom. This article presents data collected over 3 years from one teacher enrolled in an urban-multicultural teacher education program who transitioned into her first years of teaching. Findings revealed that the teacher implemented culturally relevant education through (a) a caring community, (b) holding high expectations, (c) cultural competence, and (d) sociopolitical awareness as a teacher. Barriers the teacher faced as well as lessons for teacher educators are shared.
| Item type | Current library | Collection | Vol info | Status | |
|---|---|---|---|---|---|
E-Journal
|
Library, SPAB | Reference Collection | Vol. 55(1-10),2020 | Available |
Despite reports of already practicing K-12 teachers’ attempts to teach for critical social justice in their classrooms, there is little connection between teacher education programs and/or the impact of teacher practice in the classroom. This article presents data collected over 3 years from one teacher enrolled in an urban-multicultural teacher education program who transitioned into her first years of teaching. Findings revealed that the teacher implemented culturally relevant education through (a) a caring community, (b) holding high expectations, (c) cultural competence, and (d) sociopolitical awareness as a teacher. Barriers the teacher faced as well as lessons for teacher educators are shared.
There are no comments on this title.