ERIC Number: EJ1415720
Record Type: Journal
Publication Date: 2024
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-4871
EISSN: EISSN-1552-7816
Silencing Equity-Minded Teacher Preparation: How Do Teacher Educators Respond?
Joni S. Kolman; Carol Battle; Laura Vernikoff; Jenna Kamrass Morvay
Journal of Teacher Education, v75 n2 p236-247 2024
This article describes how five teacher educators respond to silencing aimed at disrupting their equity-minded teacher preparation. Drawing on interview data, we illustrate the silencing these teacher educators experience, their patterns of response, and the drivers for their responses. Our findings suggest that these teacher educators' race, personal experiences, and beliefs about preservice teacher learning, as well as the supports offered by colleagues, teacher candidates, and university administrators, shape their responses to silencing. We conclude by suggesting pathways of support for equity-minded teacher educators in this moment of silencing-as-policy.
Descriptors: Teacher Educators, Preservice Teacher Education, Equal Education, Educational Practices, Educational Policy, Educational Environment, Race, Beliefs, Social Justice, Teacher Response, Teaching Conditions, Culturally Relevant Education
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A