The Power of Community-Engaged Teacher Preparation
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Discover how and why community-engaged teacher preparation is a powerful and vital approach to address an educational system that is historically deficient, discriminatory, and decidedly inequitable. In this edited volume, the authors argue that past practice is inadequate and issue a mandate for a new approach to educator preparation. Articulating a clear definition of community-engaged teacher preparation, they focus on national and international initiatives that have been sustained over time and are having a direct impact on student learning. Chapters are written by school, university, and…mehr

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Produktbeschreibung
Discover how and why community-engaged teacher preparation is a powerful and vital approach to address an educational system that is historically deficient, discriminatory, and decidedly inequitable. In this edited volume, the authors argue that past practice is inadequate and issue a mandate for a new approach to educator preparation. Articulating a clear definition of community-engaged teacher preparation, they focus on national and international initiatives that have been sustained over time and are having a direct impact on student learning. Chapters are written by school, university, and community partners who speak to the innovation, creativity, commitment, and persistence required to reinvent teacher preparation. They also underscore the complexity of this work, the humility necessary to reflect and reconsider, and the true spirit of authentic solidarity among university, school, and community partners required to seek and secure equity for children in schools. Book Features: Provides a critical examination of structural inequity in education and ways to address it through community-engaged teacher preparation; Describes a teacher preparation model that is enacted in solidarity with members of historically marginalized populations; Offers clear guidance on what is meant by culturally relevant and culturally sustaining pedagogies with examples of how these frameworks are being operationalized; Explores the obstacles and opportunities involved in the implementation process.
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Autorenporträt
Patricia Clark is a professor of early childhood education in the Department of Early Childhood, Youth, and Family Studies at Ball State University. Eva Zygmunt is a professor of early childhood education in the Department of Early Childhood, Youth, and Family Studies at Ball State University. Susan Tancock is associate dean for undergraduate and graduate studies at Ball State University Teachers College and a professor in the Department of Elementary Education. Kristin Cipollone is an associate professor in the Department of Elementary Education at Ball State University.