Toward a Critical Teacher Education: High School Students Sociologists as Teacher Educators
Part of a special issue on new pedagogies for social change. The writers advocate a more critical form of teacher education based on authentic dialogue between pre-service teachers and urban teens, and situate their work within the critical and sociocultural perspectives that see meaningful learning...
| Authors: | ; |
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| Format: | Electronic Article |
| Language: | English |
| Published: |
2002
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| In: |
Social justice
Year: 2002, Volume: 29, Issue: 4, Pages: 60-70 |
| Online Access: |
Volltext (Verlag) |
| Check availability: | HBZ Gateway |
| Keywords: |
| Summary: | Part of a special issue on new pedagogies for social change. The writers advocate a more critical form of teacher education based on authentic dialogue between pre-service teachers and urban teens, and situate their work within the critical and sociocultural perspectives that see meaningful learning in terms of education policy that involves communities of practice and authentic dialogue. Using observations, reflections, and interviews of students, teacher educators, and pre-service teachers, they propose a model of urban education that advocates sustained interactions and the forging of relationships that would destabilize the existing power relations and give a voice to all parties concerned. |
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