In this cross-institutional, qualitative case study, two teacher educators in urban teacher education programs identify and analyze the components of our teacher education practice in relation to a vision of compassionate, critical, justice-oriented teacher education. Using Grossman et al.’s concepts of preparation for professional practice as an analytic tool, we illuminate some of our teacher education practices that (a) facilitated the development of relationships and community within our classes, (b) honored preservice teachers’ lived experiences and existing attitudes, (c) introduced preservice teachers to multiple perspectives of viewing the world, and (d) provided a vision of equitable, intellectually challenging teaching and learning. Drawing on our data, we offer a pedagogical framework that identifies key features of compassionate, critical, justice-oriented teacher education to inform research and practice. We highlight the contributions of this framework for justice-oriented teacher education and the inherent complexity of attempts to parse such fundamentally messy relational practice.
AdlerS. (2008). The education of social studies teachers. In LevstikL. S.TysonC. A. (Eds.), Handbook of research in social studies education (pp. 329-351). New York, NY: Routledge.
2.
AllenJ.Hermann-WilmarthJ. (2004). Cultural construction zones. Journal of Teacher Education, 55(3), 214-226. doi:10.1177/0022487104263540
3.
AndersonL. H. (2008). Chains. New York, NY: Atheneum.
4.
BacaJ. (2002). A place to stand. New York, NY: Grove Press.
5.
BallD. L.ForzaniF. M. (2009). The work of teaching and the challenge of teacher education. Journal of Teacher Education, 60(5), 497-511. doi:10.1177/0022487109348479
6.
BanksJ.Cochran-SmithM.MollL.RichertA.ZeichnerK.LePageP.. . . McDonaldM. (2005). Teaching diverse learners. In Darling-HammondL.BransfordJ. (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 232-274). San Francisco, CA: Jossey Bass.
7.
BoerstT.SleepL.BallD.BassH. (2011). Preparing teachers to lead mathematics discussions. Teachers College Record, 113(12), 2844-2877.
8.
Cochran-SmithM.BarnattJ.LahannR.ShakmanK.TerrellD. (2009). Teacher education for social justice: Critiquing the critiques. In AyersW.QuinnT.StovallD. (Eds.), Handbook of social justice in education (pp. 625-639). New York, NY: Routledge.
9.
ConklinH. G. (2008). Modeling compassion in critical, justice-oriented teacher education. Harvard Educational Review, 78(4), 652-674.
10.
GayG. (2000). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teachers College Press.
11.
GrossmanP.ComptonC.IgraD.RonfeldtM.ShahanE.WilliamsonP. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055-2100.
12.
GrossmanP.HammernessK.McDonaldM. (2009). Redefining teaching, re-imagining teacher education. Teachers and teaching: Theory and Practice, 15(2), 273-289. doi:10.1080/13540600902875340
13.
HanhT. N. (1987). Being peace. Berkeley, CA: Parallax.
14.
HanhT. N. (1993). Interbeing: Fourteen guidelines for engaged Buddhism. Berkeley, CA: Parallax.
hooksb. (1994). Teaching to transgress: Education as the practice of freedom. New York, NY: Routledge.
17.
hooksb. (2003). Teaching community: A pedagogy of hope. New York, NY: Routledge.
18.
HughesH. E. (2010). From anger to awareness: (Re)adjusting pedagogical possibilities in teacher education. In MaudlinJ. G.StodghillB.HeM. F. (Eds.), Engaging the possibilities & complexities of hope: Utterances of curriculum and pedagogy’s past, present, and future (pp. 51-65). Troy, NY: Educator’s International Press.
19.
JenningsK. (2006). Mama’s boy, preacher’s son: A memoir of growing up, coming out, and changing America’s schools. Boston, MA: Beacon Press.
20.
JonesS. (2006a). Girls, social class, and literacy: What teachers can do to make a difference. Portsmouth, NH: Heinemann.
21.
JonesS. (2006b). Lessons from Dorothy Allison: Teacher education, social class and critical literacy. Changing English, 13(3), 293-305. doi:10.1080/13586840600971802
22.
JonesS.EnriquezG. (2009). Engaging the intellectual and moral in critical literacy education: The four-year journeys of two teachers from teacher education to classroom practice. Reading Research Quarterly, 44(2), 145-168.
23.
JonesS.Hughes-DecaturH. (2012). Speaking of bodies in justice-oriented, feminist teacher education. Journal of Teacher Education, 63(1), 51-61. doi:10.1177/0022487111422535
24.
KucanL.PalincsarA.BusseT.HeiseyN.KlingelhoferR.RimbeyM.SchutzK. (2011). Applying the Grossman et al. theoretical framework: The case of reading. Teachers College Record, 13(12), 2897-2921.
25.
KumashiroK. K. (2000). Toward a theory of anti-oppressive education. Review of Educational Research, 70(1), 25-53.
26.
Ladson-BillingsG. (1994). The Dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey-Bass.
27.
LampertM.FrankeM.KazemiE.GhousseiniH.TurrouA.BeasleyH.. . . CroweK. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 64(3), 226-243. doi:10.1177/0022487112473837
28.
LoughranJ.BerryA. (2005). Modelling by teacher educators. Teaching and Teacher Education, 21(2), 193-203. doi:10.1016/j.tate.2004.12.005
29.
LunenbergM.KorthagenF.SwennenA. (2007). The teacher educator as a role model. Teaching and Teacher Education, 23(5), 586-601. doi:10.1016/j.tate.2006.11.001
30.
LyonG. E. (1999). Where I’m from: Where poems come from. Spring, TX: Absey.
31.
MatskoK. K.HammernessK. (2014). Unpacking the “urban” in urban teacher education: Making a case for context-specific preparation. Journal of Teacher Education, 65(2), 128-144. doi:10.1177/0022487113511645
32.
McDonaldM. (2007). The joint enterprise of social justice teacher education. Teachers College Record, 109(8), 2047-2081.
33.
McDonaldM.KazemiE.KavanaghS. (2013). Core practices and pedagogies of teacher education: A call for common language and collective activity. Journal of Teacher Education, 64(5), 378-386. doi:10.1177/0022487113493807
34.
McDonaldM.ZeichnerK. (2009). Social justice teacher education. In AyersW.QuinnT.StovallD. (Eds.), Handbook of social justice in education (pp. 595-610). New York, NY: Routledge.
35.
MichieG. (2009). Holler if you hear me: The education of a teacher and his students (2nd ed.). New York, NY: Teachers College Press.
ParkerW. (November2012). Why SAC matters in civic and character education. Paper presented at the annual meeting of the College and University Faculty Assembly of the National Council for the Social Studies, Seattle, WA.
RyanP. M. (2000). Esperanza rising. New York, NY: Scholastic.
41.
SatrapiM. (2004). Persepolis: The story of a childhood. New York, NY: Pantheon.
42.
SleeterC. (2008). Preparing White teachers for diverse students. In Cochran-SmithM.Feiman-NemserS.McIntyreJ. (Eds.), Handbook of research on teacher education: Enduring issues in changing contexts (3rd ed., pp. 559-582). New York, NY: Routledge.
43.
StakeR. E. (2000). Case studies. In DenzinN.LincolnY. (Eds.), Handbook of qualitative research (2nd ed., pp. 435-454). Thousand Oaks, CA: SAGE.
44.
VillegasA. M.LucasT. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20-32. doi:10.1177/0022487102053001003
45.
WineburgS.MartinD.Monte-SanoC. (2011). Reading like a historian: Teaching literacy in middle and high school history classrooms. New York, NY: Teachers College Press.
46.
YinR. (2009). Case study research: Design and methods. Thousand Oaks, CA: SAGE.
47.
ZeichnerK. (2005). A research agenda for teacher education. In Cochran-SmithM.ZeichnerK. (Eds.), Studying teacher education (pp. 737-760). Mahwah, NJ: Lawrence Erlbaum.
48.
ZeichnerK. (2012). The turn once again toward practice-based teacher education. Journal of Teacher Education, 63(5), 376-382. doi:10.1177/0022487112445789
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
