"Learning Our Way Through": Critical Professional Development for Social Justice in Teacher Education. Issue 1 (2nd January 2020)

• Record Type: Journal Article
• Authors: Dover, Alison G.; Kressler, Benikia; Lozano, Maritza
• Is Part Of: New educator. Volume 16:Issue 1(2020)
• Page Start: 45
• Page End: 69
• Publication Date: 2020-01-02
• Subjects: Teachers -- Training of -- Periodicals; Teachers -- Recruiting -- Periodicals; Education -- Study and teaching -- Periodicals; 370.71073
• DOI: 10.1080/1547688X.2019.1671566
• Languages: English
• ISSNs: 1547-688X

Abstract

ABSTRACT: While research indicates that critical professional development (CPD) can function as an alternative to dominant forms of top-down, anti-dialogical professional learning in K-12 settings, there is limited research on CPD in higher education, or among teacher education faculty specifically. In this article, we examine how participation in a year-long social justice-oriented faculty learning community (FLC) impacted faculty members' identities and trajectories as social justice teacher educators and scholars. Our findings indicate that CPD can meet university-based educators' hunger for community, professional learning, and strategic alliances, as well as increase their sense of efficacy and authenticity as social justice educators.