Literaturnachweis - Detailanzeige
Autor/inn/en | Jackson, Christa; Buchheister, Kelley Woolford; Taylor, Cynthia E. |
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Titel | Interpreting Prospective Teachers' Responses to Inequities in a Written Vignette: A Plan for Action |
Quelle | In: School Science and Mathematics, 123 (2023) 6, S.249-264 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0036-6803 |
DOI | 10.1111/ssm.12615 |
Schlagwörter | Preservice Teachers; Student Attitudes; Teacher Response; Equal Education; Vignettes; Written Language; Mathematics Instruction; Racism; Bias; Change Agents; Self Concept |
Abstract | To develop an equity-centered orientation in teacher education programs, it is essential teacher educators recognize what prospective teachers attend to in classroom events and how they relate these events to mathematics instruction. In this study, we conceptualize the Equity Noticing Framework and use it as an analytic tool to examine what prospective teachers notice in a classroom vignette focused on cultural and racial biases. The Equity Noticing Framework focuses on understanding what prospective teachers recognize--or overlook--as bias, oppression, and privilege that permeate educational systems, analyze those events that contribute to inequities, and support prospective teachers in becoming change agents who implement strategies that can eradicate systemic barriers. The results from this study reinforce the importance of devoting time to supporting prospective teachers to become more cognizant of their own beliefs about equity and equitable mathematical practices and providing opportunities to analyze these beliefs through research-proven attitudes and practices. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |