Practices of Compassionate, Critical, Justice-Oriented Teacher Education. (January 2016)

• Record Type: Journal Article
• Authors: Conklin, Hilary G.; Hughes, Hilary E.
• Is Part Of: Journal of teacher education. Volume 67:Number 1(2016:Jan./Feb.)
• Page Start: 47
• Page End: 60
• Publication Date: 2016-01
• Subjects: preservice teacher education -- social justice -- urban teacher education -- social studies teacher education -- secondary teacher education; Teachers -- Training of -- Periodicals; 370.71105
• DOI: 10.1177/0022487115607346
• Languages: English
• ISSNs: 0022-4871

Abstract

In this cross-institutional, qualitative case study, two teacher educators in urban teacher education programs identify and analyze the components of our teacher education practice in relation to a vision of compassionate, critical, justice-oriented teacher education. Using Grossman et al.'s concepts of preparation for professional practice as an analytic tool, we illuminate some of our teacher education practices that (a) facilitated the development of relationships and community within our classes, (b) honored preservice teachers' lived experiences and existing attitudes, (c) introduced preservice teachers to multiple perspectives of viewing the world, and (d) provided a vision of equitable, intellectually challenging teaching and learning. Drawing on our data, we offer a pedagogical framework that identifies key features of compassionate, critical, justice-oriented teacher education to inform research and practice. We highlight the contributions of this framework for justice-oriented teacher education and the inherent complexity of attempts to parse such fundamentally messy relational practice.