10 SES 13 A, Professional Development and Dialogue
University-based teacher preparation has been the focus of intense scrutiny and criticism in Europe and internationally. For example, a recent report by the European Commission began with an argument for the “urgent need to improve Initial Teacher Education,” [ITE] which, it noted, is the “first, crucial step” toward improving education more generally (European Commission [EC], 2015). Similarly, the need for exploring the relationships between national policy changes and research capacity building in teacher education is drawing much needed in-depth analysis in the U.K. (Murray et al., 2009). In the US, the federal government has invested millions of dollars in teacher residency programs in order to improve university-based teacher education. Residency programs provide residents with immersion in K-12 schools over the course of an entire school year along with a graduate program designed to provide a theoretical grounding and to strengthen knowledge mobilisation (Cain, Wieser, & Livingston, 2016) across the K-12 school and university contexts. In addition, residency models typically provide induction support to beginning teachers, reflecting a growing international consensus that teacher education should exist on an “integrated continuum” (EC, 2015), rather than ending with the conferral of teaching credentials.
Meanwhile, teacher educators have emphasized the need to keep social justice and equity at the center of teacher education programs in order to develop the next generation of teachers who advocate for all students and work to transform their schools into inclusive spaces where all students are valued and can learn (e.g., Agarwal, Epstein, Oppenheim, Oyler & Sonu, 2010; Zeichner, 2009). As faculty, staff, and researchers in an urban teacher residency program that aims to prepare residents to teach for social justice in high-need schools in an urban district in the U.S. (Authors, 2016), we, the authors of this paper, have experienced firsthand the possibilities and challenges of implementing a residency program in the current sociopolitical context. This critical co-constructed autoethnography (Cann & DeMeulenaere, 2012) addresses the following questions:
● What dilemmas in teacher education did we face in the design and implementation of an urban teacher residency program in the current socio-political context?
● How did we, as faculty and staff of the teacher residency program, reflect on and act upon these dilemmas through our implementation of the residency program?
● How do we see our ongoing reflection and development of the program having an impact on the development of our students, members of the next generation of K-12 public school teachers?
In this study, we draw upon Cochran-Smith and colleagues’ (2016) framework for putting “equity in the center of teacher education” (p. 69). Cochran-Smith and colleagues outline four tasks for putting equity in the center of teacher preparation, including (1) describing broad problems of inequity in education that should be challenged in and through teacher preparation; (2) defining teaching practice for equity; (3) creating “curricula and program structures that are equity-centered, complex, and finely-tuned to the patterns of inequality and inequity that characterize particular local histories and contexts; and, (4) developing and executing programs of research for studying teacher education with the dual purposes of continuously improving local programs, on one hand, and building theory about how, why, to what extent, and under what conditions teacher candidates learn to enact practice that challenges inequities” (p. 68).
Authors (2016). Agarwal, R., Epstein, S., Oppenheim, R., Oyler, C., & Sonu, D. (2010). From ideal to practice and back again: Beginning teachers teaching for social justice. Journal of Teacher Education, 61(3), 237e247. Cain, T., Wieser, C., & Livingston, K. (2016). Mobilising research knowledge for teaching and teacher education. European Journal of Teacher Education, 39(5), 529-533. Cann, C. N., & DeMeulenaere, E. J. (2012). Critical co-constructed autoethnography. Cultural Studies↔ Critical Methodologies, 1532708611435214. Cochran-Smith, M., Cannady, M., McEachern, K., Mitchell, K., Piazza, P., Power, C., & Ryan, A. (2012). Teachers’ education and outcomes: Mapping the research terrain. Teachers College Record, 114(10), 1-49. Cochran-Smith, M., Ell, F., Grudnoff, L., Haigh, M., Hill, M. & Ludlow, L. (2016). Initial teacher education: What does it take to put equity at the center? Teaching and Teacher Education, 57(2016) 67-78. Cochran-Smith, M. & Zeichner, K. (Eds.) (2005). Studying teacher education: The report of the AERA panel on research and teacher education. Lawrence Erlbaum Associates. Ellis, V. (2010). Impoverishing experience: The problem of teacher education in England. Journal of Education for Teaching, 36(1), 105-120. ECER. (2017). Call for Proposals. Retrieved from http://www.eera-ecer.de/fileadmin/user_upload/Pictures/ECER_Logos_and_Pictures/ECER_2017/ECER_2017_Call_for_Proposals_fin.pdf European Commission. (2015). Shaping career-long perspectives on teaching: A guide on policies to improve initial teacher education. Retrieved from: http://ec.europa.eu/dgs/education_culture/repository/education/library/reports/initial- teacher-education_en.pdf Gass, S. M., & Mackey, A. (2000). Stimulated recall methodology in second language research. Mahwah, N.J.: Lawrence Erlbaum Associates. Lankford, H., Loeb, S., & Wyckoff, J. (2002). Teacher sorting and the plight of urban schools: A descriptive analysis. Educational evaluation and policy analysis, 24(1), 37-62. Lyle, J. (2003). Stimulated recall: A report on its use in naturalistic research. British Educational Research Journal, 29(6), 861-878. Mader, J. (2016, April 15). What happens when teachers spend more time in a classroom before teaching?. The Hechinger Report. Retrieved from: http://hechingerreport.org/happensteachers-spend-time-classroom-teaching/ Murray, J., Campbell, A., Hextall, I., Hulme, M., Jones, M., Mahony, P., ... & Wall, K. (2009). Research and teacher education in the UK: Building capacity. Teaching and Teacher Education, 25(7), 944-950. Zeichner, K. (2009). Teacher education and the struggle for social justice. New York: Routledge.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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