Literaturnachweis - Detailanzeige
| Autor/in | Jez, Rebekka J. |
|---|---|
| Titel | Examining Equitable Practices within Teacher Praparation |
| Quelle | In: Teacher Education Quarterly, 47 (2020) 4, S.100-106 (7 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0737-5328 |
| Schlagwörter | Equal Education; Teaching Methods; Social Justice; Educational Practices; Preservice Teachers; Preservice Teacher Education; Theory Practice Relationship; Professional Identity; Teacher Persistence |
| Abstract | The articles within this issue of "Teacher Education Quarterly" examined the role and impact of equity within teacher preparation. Each author described a commitment to preparing teachers with equitable, social justice minded practices to meet the needs of the diverse learners in U.S. classrooms, yet, demonstrated a need for a closer look at how teacher education programs are preparing educators for this work. This article poses the question: How are teacher education programs that identify as social justice leaders providing preservice teachers with opportunities to move theory into practice with integrity? (As Provided). |
| Anmerkungen | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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