TY - JOUR
T1 - From Teacher Education to Practicing Teacher
T2 - What Does Culturally Relevant Praxis Look Like?
AU - Aronson, Brittany A.
N1 - Publisher Copyright:
© The Author(s) 2016.
PY - 2020/10/1
Y1 - 2020/10/1
N2 - Despite reports of already practicing K-12 teachers’ attempts to teach for critical social justice in their classrooms, there is little connection between teacher education programs and/or the impact of teacher practice in the classroom. This article presents data collected over 3 years from one teacher enrolled in an urban-multicultural teacher education program who transitioned into her first years of teaching. Findings revealed that the teacher implemented culturally relevant education through (a) a caring community, (b) holding high expectations, (c) cultural competence, and (d) sociopolitical awareness as a teacher. Barriers the teacher faced as well as lessons for teacher educators are shared.
AB - Despite reports of already practicing K-12 teachers’ attempts to teach for critical social justice in their classrooms, there is little connection between teacher education programs and/or the impact of teacher practice in the classroom. This article presents data collected over 3 years from one teacher enrolled in an urban-multicultural teacher education program who transitioned into her first years of teaching. Findings revealed that the teacher implemented culturally relevant education through (a) a caring community, (b) holding high expectations, (c) cultural competence, and (d) sociopolitical awareness as a teacher. Barriers the teacher faced as well as lessons for teacher educators are shared.
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U2 - 10.1177/0042085916672288
DO - 10.1177/0042085916672288
M3 - Article
AN - SCOPUS:85073080839
SN - 0042-0859
VL - 55
SP - 1115
EP - 1141
JO - Urban Education
JF - Urban Education
IS - 8-9
ER -