(Download) "Preparing Urban Teachers As Public Professionals Through a University-Community Partnership." by Teacher Education Quarterly " eBook PDF Kindle ePub Free
eBook details
- Title: Preparing Urban Teachers As Public Professionals Through a University-Community Partnership.
- Author : Teacher Education Quarterly
- Release Date : January 22, 2010
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 227 KB
Description
It has been recognized for many years that preparing teachers for high-need urban schools is a challenge requiring a reexamination of teacher education program structures and content. Robert Farls, for example, writing in 1969, made a number of suggestions that sound remarkably contemporary. Among them are recommendations to increase fieldwork in the schools, require coursework in comparative culture, offer coursework on-site in schools, and study human relations, psychology, and the history of the civil rights movement (p. 411). His central concern is developing teachers' capacities to work effectively with poor children of color. Though his language is different, many of Farls' recommendations have found expression in current urban teacher preparation initiatives. Deepening and enriching the knowledge of urban teaching candidates for working with a diverse student body has become a central tenet of preparation programs (Darling-Hammond & Bransford, 2005). Coursework that attempts to develop new teachers' perspectives on diversity and multiculturalism as assets rather than deficits has been woven into teacher preparation curricula (Banks, 1994; Banks, & Banks, 2004; Banks & Banks, 2010; Grant & Sleeter, 2007; Ladsen-Billings, 1995; Nieto, 2007), while the application of multicultural insights and affirming attitudes towards diversity can be found in the study of culturally responsive teaching practices (Banks, et al, 2001; Gay, 2000; Irvine, 2003; Ladsen-Billings, 2001; Villegas & Lucas, 2002). Taken together, such coursework offers opportunities for preservice teachers to generate new knowledge about and appreciation of diverse cultures and communities and support deep examination of their own beliefs and assumptions. At the same time, it provides them with frameworks for developing pedagogy and curriculum for educational equity and cross cultural competency, a commitment both emotional and intellectual, to appreciate difference while recognizing the fundamental unity of all humans (McAllister & Jordan-Irvine, 2000).