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Teacher learning as socialization and disruption of socialization too

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Teacher learning as socialization and disruption of socialization too

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Can teachers learn without a critical stance?

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Can teachers learn without a critical stance?

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How do teachers keep learning/ continue inquiry?

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 “the three main traditions in teacher socialization research can be identified as functionalist, interpretive, and critical” (p. 329)

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 “the three main traditions in teacher socialization research can be identified as functionalist, interpretive, and critical” (p. 329)

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“...several diverse teacher cultures often exist, even in a single school, and that teachers often face conflicting pressures by colleagues to influence them” (Zeichner & Gore, 1990, p. 339).

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“The shift from a deterministic to a more interactive view of the role of formative experiences in teacher socialization is a consequence, in part, of changes in data collection and analysis procedures employed by researchers, which are, in turn, related to the increasing influence of the interpretive tradition in guiding teacher socialization research” (Zeichner & Gore, 1990, p.335).

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 “In essence the . . .  the education system miseducated [me] about their cultural history and that of other peoples, rendering [me] colorblind . . ., colormute . . . , and culturally incompetent . . .” (p. 3-4). 

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 “In essence the . . .  the education system miseducated [me] about their cultural history and that of other peoples, rendering [me] colorblind . . ., colormute . . . , and culturally incompetent . . .” (p. 3-4). 

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“Teacher education programs that seek to cram discussions of race, power, and privilege into one course undermine the development of PSTs’ understanding of the complex and diverse racialized experiences of people of color and the persuasive operations of White supremacy” (Carter Andrews et al., 2019, p. 13).

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 “ . . . in a manner that affirms and sustains their humanity and raises their critical consciousness about societal injustices should be normative and should provide students with a liberatory learning that contrasts oppressive policies and practices” (p. 4). 

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 “ . . . in a manner that affirms and sustains their humanity and raises their critical consciousness about societal injustices should be normative and should provide students with a liberatory learning that contrasts oppressive policies and practices” (p. 4). 

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“A multimodal approach to teacher education performs the task of creating space for diverse cultural, literacy, and knowledge practices of communities” (Carter Andrew et al, 2019, p.23).

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Our more insider “members explained that they felt ‘quite invested’ in the lengthy group process, and that they felt they had a personal commitment ‘to the group; that had become ‘like a family’ to ‘ongoing professional development’” (p. 570)

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Our more insider “members explained that they felt ‘quite invested’ in the lengthy group process, and that they felt they had a personal commitment ‘to the group; that had become ‘like a family’ to ‘ongoing professional development’” (p. 570)

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“A group’s ‘inquiry stance’ complicates members’ relationships because as they initiate group learning, negotiated agendas, shared authority, and compromised actions become paramount” (Dooner et al., 2008, p. 565).

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"With this in mind, the group’s practice tends to eventually ‘‘break down’’ and individuals are left pursuing diverse means or acts. At this point, communities often split into sub-groups, or simply ‘‘fade away’’ (Wenger et al., 2002)" (p. 567).

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“Learning from teaching through inquiry across the professional life span assumes that beginning and experienced teachers need to engage in similar intellectual work” (Cochran-Smith & Lytle, 1999, pp. 292-293).

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“Teaching, then, is understood primarily as a process of applying received knowledge to a practical situation: Teachers implement, translate, use, adapt, and/or put into practice what they have learned as the knowledge base” (p. 257). 

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“Teaching, then, is understood primarily as a process of applying received knowledge to a practical situation: Teachers implement, translate, use, adapt, and/or put into practice what they have learned as the knowledge base” (p. 257). 

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“Implicit in this process is a set of questions that function as lenses for seeing and making sense of practice broadly construed: Who am I as a teacher? What am I assuming about this child, this group, this community? What sense are my students making of what is going on in the classroom? How do the frameworks and research of others inform my own understandings? What are the underlying assumptions of these materials, texts, tests, curriculum frameworks, and school reporting documents? What am I trying to make happen here and why? How do my efforts as an individual teacher connect to the efforts of the community and to larger agendas for school and social change? When inquiry communities attempt to present and represent local knowledge of practice, their efforts invoke complex and provocative questions of ethics, access, and research methods that merit careful attention” (Cochran-Smith & Lytle, 1999, p. 292).

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Social Justice Warriors, Acheivemet Gaps

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Social Justice Warriors, Acheivemet Gaps