Rooted in Belonging
Teachers' College Press (Verlag)
9780807768228 (ISBN)
Most practitioners and scholars agree that critical and reflective early childhood and elementary teachers are foundational for children's holistic growth and development. Yet current policies focused on elevating testing and performativity are contributing to student and teacher anxiety and alienation. This book offers a counternarrative to neoliberal standardized preservice teacher development and assessment processes. The author examines how a cohort of teacher educators worked alongside their preservice teachers—both groups predominately White and female—to redesign their teacher education program. Sherfinski reveals how the narrative portfolio, an inquiry-based alternative to accreditation and standards-based assessments, was designed to locally document, resist, and disrupt the status quo. The narrative portfolio speaks back to standardized preservice teacher assessments by providing spaces for teacher candidates to demonstrate their knowledge of theory and practice as enacted in the natural settings of school and community. Rooted in Belonging shows why humanizing, democratic, place-based practices should be at the forefront of teacher education.
Book Features:
Provides a rare portrait of equity-based teacher education at the confluence of place-based approaches, student diversity, and teacher education.
Grapples with tough issues such as how the shared Whiteness of preservice teachers and children and their families play out alongside their differences.
Explores how educators negotiate deep ideological differences while still preparing teachers for critical work.
Examines how the current political climate around Black Lives Matters, the 2020 presidential election, and the COVID-19 pandemic contribute to the challenges of working in communities.
Discusses how race, space, time, and settler colonialism shape the work of preservice teachers and their teacher educators.
Shares action research and teacher leadership assignments, critical thinking and planning exercises, personal reflections, and preservice teachers' narrative portfolio artifacts.
Melissa Sherfinski is an associate professor of early childhood and elementary education at West Virginia University. Sharon Hayes is an associate professor of elementary education at West Virginia University.
Contents (Tentative)
Foreword
Acknowledgments
Introduction
"The Bubble"
Place-Based Education and Its Potential
A Dynamic Charge for Teacher Education
1. The Need for Place-Based Teacher Education
Contexts for the Book
Three Challenges Connecting the Places
Why We Needed Place-Based Teacher Education
Neoliberal Challenges to Place-Based Teacher Education
Reclaiming Accountability
Challenges of Reclaiming Accountability
What's Next?
2. Theoretical Framework
The Nature of Meaning-Making
Three Approaches to Place-Based Education
Humanizing Place-Based Education in School Classrooms
Place-Based Teacher Education
Negotiation: Sensing and Resisting Neoliberal Policies
Questions for Reflection and Discussion
What's Next?
3. The Narrative Portfolio Project
Context of the Teacher Education Program
The Narrative Portfolio as a Counter-Narrative to Failure
Questions for Reflection and Discussion
What's Next?
4. Resisting Neoliberalism Through Place-Based Narrative Portfolio Work
Getting Lost in Places
Vignette 1. Critical Reflection on Place
Vignette 2. Dialogue With Place in Mind
Vignette 3. Transforming I-It to I-You
Vignette 4. Diffraction: Bending Around Barriers
Conclusion
Questions for Reflection and Discussion
What's Next?
5. Pairing Our Place-Based Approach With Racial Justice
Anti-Racist Education
COVID-19 and Anti-Racist Teaching
Place-Based Education Post-Graduation
Conclusion
Questions for Reflection and Discussion
What's Next?
6. Practice and Policy Implications
Teacher Education Program Assessment in the "Cluster"
Transforming Teacher Education Assessment
The Change Process
Suggestions for Practice
Conclusion
Questions for Reflection and Discussion
What's Next?
Methodology Appendix. Capturing Meanings of Place-Based Education and Assessment
Background for the Study
Method
Appendix A. Lenses of Teacher Education and Revised "10 Characteristics of the Novice Teacher" for PDS Mentors and Faculty Professional Development
Appendix B. A Portrait of Becoming: The Stories of a Teacher and Their Learners
Our Places
Learners and Teachers
Beginning the Year . . . Looking and Seeing as an Ethnographer
Exploring the Literature: Disrupting the Commonplaces
Our Journey
Our Learning
A Reflective Pause With an Eye to the Future
Final Thoughts
Appendix C. Destiny's Stamped by Reynolds & Kendi (2020) Community Book Club Plan (Abbreviated Version)
Endnotes
References
Index
| Erscheinungsdatum | 30.01.2023 |
|---|---|
| Reihe/Serie | Early Childhood Education Series |
| Verlagsort | New York |
| Sprache | englisch |
| Maße | 152 x 226 mm |
| Gewicht | 363 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule |
| Sozialwissenschaften ► Pädagogik ► Vorschulpädagogik | |
| ISBN-13 | 9780807768228 / 9780807768228 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
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